Los niños como agentes de socialización: políticas lingüísticas familiares en situaciones de desplazamiento lingüístico

Artículo publicado originalmente como: LUYKX, Aurolyn (2005) “Children as Socializing Agents: Family Language Policy in Situations of Language Shift” En. En J. Cohen, K.T. Mc Allister, L. Rostald, y J. Mc Swan (eds.). Proceedings of the 4th International Symposium of Bilingualism 1407-1414. Somerville, MA: Cascadilla Press. Autorizado por la autora para publicarse en RUNA

Los niños como agentes de socialización: políticas lingüísticas familiares en situaciones de desplazamiento lingüístico

Artículo publicado originalmente como: LUYKX, Aurolyn (2005) “Children as Socializing Agents: Family Language Policy in Situations of Language Shift” En. En J. Cohen, K.T. Mc Allister, L. Rostald, y J. Mc Swan (eds.). Proceedings of the 4th International Symposium of Bilingualism 1407-1414. Somerville, MA: Cascadilla Press. Autorizado por la autora para publicarse en RUNA

The Contradictory Fortunes of Bilingual Education in the US and Latin America

Join us for the last presentation in the Fall 2017 LAII Lecture Series as we welcome to campus Dr. Aurolyn Luykx, Associate Professor of Anthropology and Teacher Education at the University of Texas at El Paso. Over the past few decades, bilingual education has been a subject of intense debate across the Americas. In the US, such debates usually occur in the context of immigration politics, though this linkage can be misleading in its assumption that linguistic diversity is something brought in by foreigners. In Latin America as well, bilingual education is closely linked to questions of national identity and racial/ethnic diversity, but within a very different ideological landscape. In several countries to the south, acceptance of ethno-linguistic diversity is increasingly seen as a sign of democratization, even while the legacy of linguistic racism persists. Comparing governmental bilingual education efforts across a range of political contexts reveals how ideologies about language connect to broader national goals and ideals. Luykx received her PhD in Linguistic Anthropology from UT-Austin in 1993. During the subsequent decade, she lived and worked in Bolivia, aiding in the country\u27s transition to a nationwide system of bilingual-intercultural education. She was a founding faculty member of the Programa de Formación en Educación Intercultural Bilingüe Para los Paises Andinos (PROEIB Andes), a graduate program for indigenous educators from throughout the Andean region. From 2001-2005, she researched immigrant elementary students as part of the Science for All project at the University of Miami. Since joining the UTEP faculty in 2005, her teaching and research have focused on the education of ethnolinguistic minority populations, and the anthropological study of race, bilingualism, sexuality, and schooling. Event sponsored by Latin American and Iberian Institute (with support from the US Department of Education Title VI).https://digitalrepository.unm.edu/laii_events/1061/thumbnail.jp

Los niños como agentes de socialización: políticas lingüísticas familiares en situaciones de desplazamiento lingüístico

Artículo publicado originalmente como: LUYKX, Aurolyn (2005) “Children as Socializing Agents: Family Language Policy in Situations of Language Shift” En. En J. Cohen, K.T. Mc Allister, L. Rostald, y J. Mc Swan (eds.). Proceedings of the 4th International Symposium of Bilingualism 1407-1414. Somerville, MA: Cascadilla Press. Autorizado por la autora para publicarse en RUNA

The Limits Of Critical Pedagogy: Teaching About Structural Obstacles To Students Who Overcame Them

This article focuses on efforts to critically analyze the social reproductive functions of schooling with a group of pre-service teachers in the US–Mexico border region, and on students’ reactions to these efforts. The students – all female, predominantly Mexican-American – had experienced both educational discrimination and academic success, and heavily invested in the dominant view of schooling as a meritocracy where individual talent and motivation regularly overcome structural obstacles. We argue that the students’ ideologies and experiences of class, gender, ethnicity, nationality, and language predisposed them to resist analysis of systemic inequalities in schools; we also examine the implications of this resistance for their future success as teachers. We conclude with recommendations for balancing structural pessimism and strategic optimism in the classroom, and for bringing students’ personal and social histories to bear on the contradictions between schooling’s promise of social mobility and its tendency to reproduce social inequality

The Challenge of Altering Elementary School Teachers\u27 Beliefs and Practices Regarding Linguistic and Cultural Diversity in Science Instruction

This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students’ home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third- and fourth-grade teachers at six elementary schools in a large urban school district. These teachers participated in the intervention for 2 consecutive years. The study was conducted using both quantitative and qualitative methods based on focus group interviews, a questionnaire, and classroom observations. The results indicate that as teachers began their participation in the intervention, they rarely incorporated students’ home language or culture into science instruction. During the 2-year period of the intervention, teachers’ beliefs and practices remained relatively stable and did not show significant change. Possible explanations for the limited effectiveness of the intervention are addressed, and implications for professional development efforts are discussed