Spanglish as Literacy Tool: Toward an Understanding of the Potential Role of Spanish-English Code-Switching in the Development of Academic Literacy
Spanglish as Literacy Tool: Toward an Understanding of the Potential Role of Spanish-English Code-Switching in the Development of Academic Literacy
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西班牙语作为读写能力工具：了解西班牙语-英语语码转换在学术读写能力发展中的潜在作用
DOI：
10.58680/rte201012743
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发表时间：
2010
影响因子：
2.2
通讯作者：
R. A. Martínez
中科院分区：
文献类型：
--
作者：
R. A. Martínez
本文报告了对东洛杉矶一所中学六年级拉丁裔/拉丁裔双语学生进行的一项关于西班牙语-英语代码转换的定性研究的结果。对数据的分析发现，学生日常使用西班牙英语的技能与加州六年级英语艺术标准要求他们掌握的技能之间存在显著的相似之处。特别是，学生们表现出了令人印象深刻的熟练程度：(1)为不同的观众转换声音，(2)交流微妙的含义。有人认为，这种对西班牙英语的熟练使用可能被用作一种资源，帮助学生进一步培养相关的学术素养技能。文章最后讨论了教师如何开始利用Spanglish作为一种教学资源，帮助学生识别、借鉴和扩展已经嵌入到他们日常语言使用中的技能的具体含义。
This article reports findings from a qualitative study of Spanish-English code-switching “or Spanglish” among bilingual Latina/Latino sixth graders at a middle school in East Los Angeles. Analysis of the data revealed significant parallels between the skills embedded in students’ everyday use of Spanglish and the skills that they were expected to master according to California’s sixth-grade English language arts standards. In particular, students displayed an impressive adeptnessat (1) shifting voices for different audiences, and (2) communicating subtle shades of meaning. It is argued that this skillful use of Spanglish could potentially be leveraged as a resource for helping students to further cultivate related academic literacy skills. The article concludes with a discussion of specific implications for how teachers might begin to leverage Spanglish as a pedagogical resource by helping students to recognize, draw on, and extend the skills already embedded intheir everyday use of language.