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ERIC Number: EJ1271859
Record Type: Journal
Publication Date: 2020
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1467-5986
(Mis)educating the Children of Mexican-Origin People in the United States: The Challenge of Internal Language Borders
Valdés, Guadalupe
Intercultural Education, v31 n5 p548-561 2020
This article maintains that in spite of their seeming progress, Mexican-origin students in the US continue to face barriers that are typical of the complex challenges endured in public schools by minoritized and racialised peoples in the American context. It begins with a brief overview of the current-day demographics of the Mexican-origin population, with selected historical information for readers not familiar with the American context, and with a description of visions for a better life that motivate Mexican migration to the United States. It then focuses on the effects on this population of 'language borderization processes,' that is, of stated-sanctioned mechanisms and procedures used to identify and categorise children as required by school accountability mandates. An argument is made that although these mechanisms are intended to provide tailored support for immigrant-origin children's perceived English language limitations, they can result instead in directly limiting future educational opportunities.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Every Student Succeeds Act 2015; Elementary and Secondary Education Act
Grant or Contract Numbers: N/A