Latin@s and the Intergenerational Continuity of Spanish: The Challenges of Curricularizing Language
Latin@s and the Intergenerational Continuity of Spanish: The Challenges of Curricularizing Language
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拉丁语和西班牙语的代际连续性：语言课程化的挑战
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Guadalupe Valdés
中科院分区：
文献类型：
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作者：
Guadalupe Valdés
本文重点探讨了西班牙语在美国的未来，以及围绕Fishman（1964）所称的代际连续性的紧张局势和挑战。它研究了语言本身的教学，以及这种教学在发展和维持西班牙语/英语多能力（库克，1996年），即在美国的拉丁语的复杂的语言剧目的作用。由于语言教学一般继续将语言视为自治代码和规则和结构系统，本文提请注意必须由那些致力于拉丁语的教育机会和公平以及在新的拉丁裔/西班牙裔类别的成员与种族，阶级和语言问题斗争的背景下，他们的语言多能力解决的具体教学问题，他们在新的泛种族类别中的成员身份本身，以及他们的老师和主流同龄人构建他们的方式。
This paper focuses on the future of Spanish in the United States and on the tensions and challenges that surround what Fishman (1964) referred to as intergenerational continuity. It examines the teaching of language itself and the role of such instruction in the development and maintenance of Spanish/English multicompetence (Cook, 1996), that is, of the complex linguistic repertoires of Latin@s in the United States. Because language instruction generally continues to view languages as autonomous codes and systems of rules and structures, the paper draws attention to specific pedagogical questions that must be addressed by those committed to both educational access and equity for Latin@s as well as to their linguistic multicompetence in a context in which members of the new Latino/Hispanic category struggle with issues of race, class, and language, with their membership in the new panethnic category itself, and with the ways in which they are constructed by their teachers and their mainstream peers.
从“多民族青少年异语”到“当代城市白话”
影响因子：
1.5
作者：
Rampton B
通讯作者：
Rampton B