By Robert Bayley, Sandra R. Schecter
An exploration of language socialization from very early adolescence via to maturity, not just in often-studied groups in Canada and the USA, but in addition in Australia, Bolivia, Egypt, India and Slovakia. the worldwide point of view won through the inclusion of stories of groups representing each inhabited continent presents readers with a sign of the richness of the sector in addition to a advisor for destiny paintings.
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Extra resources for Language Socialization in Bilingual and Multilingual Societies (Bilingual Education and Bilingualism, 39)
Despite these shifts toward attaching a somewhat greater importance to English in the curriculum, in the later interviews a higher percentage of respondents than in the earlier interviews said that they wanted their children to receive at least some instruction in Spanish. A similar pattern emerged regarding parents’ responses to whether or not they felt the school should play a role in preventing the loss of Spanish among Latino children. Several advocated the inclusion of special Spanish language classes in the curriculum as a means to further development of the language as well as to combat its loss.
For this reason, some Aymara parents attempt to speak mainly Spanish to their children, even though their own command of the language is shaky, thus giving rise to varieties of Spanish suffused with Aymara influences. Increasingly, Aymara speech reveals influence from Spanish as well. Frequent use of Spanish loanwords is both a sign of prestige and a reflection of increased contact with urban products and institutions. ” (Canessa, 1997: 241, my translation). Furthermore, centuries of contact have given rise to Aymara variants that display strong grammatical, morphological and semantic influence from Spanish.
Several parents claimed that their children’s teachers spoke “un español mocho” (“a broken Spanish”) and were not proficient readers and writers of Spanish, citing the errors that teachers made in the notes they sent home, or the comments they wrote on children’s papers. Ms Santos, a proponent of the district’s bilingual education policy, raised this concern and its implications for students’ academic achievement. She felt that teachers’ inadequate Spanish language abilities contributed to the difficulties that children of Mexican descent were experiencing in Eastside schools.
Language Socialization in Bilingual and Multilingual Societies (Bilingual Education and Bilingualism, 39) by Robert Bayley, Sandra R. Schecter