TY - JOUR
T1 - (Re)Positioning in the Englishes and (English) Literacies of a Black Immigrant Youth: Towards a Transraciolinguistic Approach
AU - Smith, Patriann
N1 - 1. Flores, N., Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171. The article, written for researchers, allows insights into the ways in which raciolinguistic ideologies can be considered as a basis for applying positioning in a raciolinguistic perspective. 2. Kim, E.
PY - 2019
Y1 - 2019
N2 - Increasing evidence confirms that multilingual and multiethnic English-speaking students face challenges with Englishes and English literacies when they migrate between their home countries and the United States. These challenges faced by immigrant and transnational students involve their dialects, accents, and communication styles, which lead them to question their capacity to speak English appropriately and grapple with what it means to be successful users of English literacy. Although examinations of these students’ Englishes and literacies often centralize language, it is not often that race and language are equally foregrounded to illustrate the effects of both elements in the literate practices of these youth, many of whom are students of color. This article draws on positioning theory to describe how a Black immigrant English-speaking adolescent undergoes shifts in her experiences that (re)position her as a literate user of Englishes. I illustrate how the individual and global analyses recommended by a raciolinguistic perspective reflected Jaeda’s development of a transraciolinguistic approach that allowed her to persist with a sense of agency. Implications for teachers, educators, researchers are outlined.
AB - Increasing evidence confirms that multilingual and multiethnic English-speaking students face challenges with Englishes and English literacies when they migrate between their home countries and the United States. These challenges faced by immigrant and transnational students involve their dialects, accents, and communication styles, which lead them to question their capacity to speak English appropriately and grapple with what it means to be successful users of English literacy. Although examinations of these students’ Englishes and literacies often centralize language, it is not often that race and language are equally foregrounded to illustrate the effects of both elements in the literate practices of these youth, many of whom are students of color. This article draws on positioning theory to describe how a Black immigrant English-speaking adolescent undergoes shifts in her experiences that (re)position her as a literate user of Englishes. I illustrate how the individual and global analyses recommended by a raciolinguistic perspective reflected Jaeda’s development of a transraciolinguistic approach that allowed her to persist with a sense of agency. Implications for teachers, educators, researchers are outlined.
UR - https://doi.org/10.1080/00405841.2019.1599227
U2 - 10.1080/00405841.2019.1599227
DO - 10.1080/00405841.2019.1599227
M3 - Article
VL - 58
JO - Theory Into Practice
JF - Theory Into Practice
ER -