Book contents
- Frontmatter
- Contents
- Figures
- Tables
- Acknowledgments
- 1 Beginnings: shouts of affirmation from South Vista
- 2 ‘Spanish is becoming famous’: youth perspectives on Spanish in a changing youth community
- 3 ‘True Samoan’: ethnic solidarity and linguistic reality
- 4 ‘They’re in my culture, they speak the same way’: sharing African American Language at South Vista
- Interlude : on oral language use, research, and teaching in multiethnic schools
- 5 ‘You rep what you’re from’: texting identities in multiethnic youth space
- 6 Making school go: re-visioning school for pluralism
- Appendix: Notes on methodology in cultural studies of language across difference
- Notes
- References
- Index
Interlude : on oral language use, research, and teaching in multiethnic schools
Published online by Cambridge University Press: 05 August 2011
- Frontmatter
- Contents
- Figures
- Tables
- Acknowledgments
- 1 Beginnings: shouts of affirmation from South Vista
- 2 ‘Spanish is becoming famous’: youth perspectives on Spanish in a changing youth community
- 3 ‘True Samoan’: ethnic solidarity and linguistic reality
- 4 ‘They’re in my culture, they speak the same way’: sharing African American Language at South Vista
- Interlude : on oral language use, research, and teaching in multiethnic schools
- 5 ‘You rep what you’re from’: texting identities in multiethnic youth space
- 6 Making school go: re-visioning school for pluralism
- Appendix: Notes on methodology in cultural studies of language across difference
- Notes
- References
- Index
Summary
The ways that languages were used and thought about in the youth space of South Vista were complex and multilayered. On one side were issues of ethnic solidarity and linguistic maintenance being played out every day inside and outside classrooms. The draw of solidarity and maintenance pushed youth to use cherished linguistic practices with others who shared their ethnic communities in South Vista and with others who shared memories of faraway homelands. Membership as a “Mexican” or a “Samoan” was tied up in linguistic abilities and was indexed in youth space, in homes, and in other community spaces to solidify and sustain social positionings.
- Type
- Chapter
- Information
- Language across DifferenceEthnicity, Communication, and Youth Identities in Changing Urban Schools, pp. 119 - 125Publisher: Cambridge University PressPrint publication year: 2011