NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ956374
Record Type: Journal
Publication Date: 2012
Pages: 23
Abstractor: As Provided
Reference Count: 59
ISSN: ISSN-1534-8458
Examining the Sociolinguistic Context in Schools and Neighborhoods of Pre-Adolescent Latino Students: Implications for Ethnic Identity
Feinauer, Erika; Whiting, Erin F.
Journal of Language, Identity, and Education, v11 n1 p52-74 2012
This study examined the sociolinguistic contexts of neighborhoods and schools in two predominantly Latino communities in the United States. We used census data to assess social and ethnic composition and observational data to compare and contrast environmental print, language use, and availability of community services in Spanish in these schools and neighborhoods. Structured interviews with pre-adolescent (5th grade) students raised questions about how these sociolinguistic contexts might contribute to ways they viewed themselves as part of their ethnic community. Observational results revealed striking differences in the prevalence and use of Spanish across these two communities. Student interviews raised questions about how pre-adolescent Latino students in these two very different sociolinguistic contexts may see themselves in relation to their ethnic group. Implications for supporting ethnic-identity-development processes are discussed. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; Massachusetts