Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York
Although multilingualism is a major issue in educational policies, especially in states hosting a high number of newcomer immigrant students, there is limited research exploring the experiences of a multilingual group of newcomer students and how they use language in schools. This article draws on 1...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-11-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/13/11/601 |
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| author | S. Garnett Russell Camille Fabo Victoria Jones Arnela Colic |
| author_facet | S. Garnett Russell Camille Fabo Victoria Jones Arnela Colic |
| author_sort | S. Garnett Russell |
| collection | DOAJ |
| description | Although multilingualism is a major issue in educational policies, especially in states hosting a high number of newcomer immigrant students, there is limited research exploring the experiences of a multilingual group of newcomer students and how they use language in schools. This article draws on 112 interviews with students from an immigrant background across four high schools in Arizona and New York. We illuminate the role of language in shaping identity and inclusion. Through conceptualizing power and language ideology, we find that language ideologies and practices shape the perception of students’ social interactions in school settings. Our findings also indicate that teachers’ practices and school policies surrounding language(s) have the potential to affect how students view language in relation to their own identity and via social interactions. We contribute to an understanding of how language policies and ideologies shape the experiences and power dynamics of diverse, multilingual, immigrant-origin students. |
| format | Article |
| id | doaj-art-8fb52c3c1d1641d8906df8e48d0857c1 |
| institution | OA Journals |
| issn | 2076-0760 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj-art-8fb52c3c1d1641d8906df8e48d0857c12025-08-20T01:53:58ZengMDPI AGSocial Sciences2076-07602024-11-01131160110.3390/socsci13110601Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New YorkS. Garnett Russell0Camille Fabo1Victoria Jones2Arnela Colic3Teachers College, Columbia University, New York, NY 10027, USATeachers College, Columbia University, New York, NY 10027, USATeachers College, Columbia University, New York, NY 10027, USATeachers College, Columbia University, New York, NY 10027, USAAlthough multilingualism is a major issue in educational policies, especially in states hosting a high number of newcomer immigrant students, there is limited research exploring the experiences of a multilingual group of newcomer students and how they use language in schools. This article draws on 112 interviews with students from an immigrant background across four high schools in Arizona and New York. We illuminate the role of language in shaping identity and inclusion. Through conceptualizing power and language ideology, we find that language ideologies and practices shape the perception of students’ social interactions in school settings. Our findings also indicate that teachers’ practices and school policies surrounding language(s) have the potential to affect how students view language in relation to their own identity and via social interactions. We contribute to an understanding of how language policies and ideologies shape the experiences and power dynamics of diverse, multilingual, immigrant-origin students.https://www.mdpi.com/2076-0760/13/11/601language policylanguage ideologiesimmigration/migrationnewcomersrefugees |
| spellingShingle | S. Garnett Russell Camille Fabo Victoria Jones Arnela Colic Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York Social Sciences language policy language ideologies immigration/migration newcomers refugees |
| title | Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York |
| title_full | Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York |
| title_fullStr | Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York |
| title_full_unstemmed | Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York |
| title_short | Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York |
| title_sort | language policies and ideologies for socialization and identity building in u s schools the case of newcomer and refugee students in arizona and new york |
| topic | language policy language ideologies immigration/migration newcomers refugees |
| url | https://www.mdpi.com/2076-0760/13/11/601 |
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