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Linguistic Re-Formation in Florida Heartland Schools: School Erasures of Indigenous Latino Languages

Linguistic Re-Formation in Florida Heartland Schools: School Erasures of Indigenous Latino Languages By law, language information of students in U.S. schools must be identified during enrollment. This information affects language screening, federal reporting, provision of services, and so on. In the Florida Heartland, analyses of observations, records, a language inventory (survey), and interviews show that some students and parents’ languages identified during registration are not recorded accurately. Raciolinguistic enregisterment played a role in registrars recording languages as others and in their differential questioning practices; employee training, policy, and the records system design also affected this linguistic re-formation. In the end, Indigenous Mexican languages were under measured by a factor of 19—for every 19 students whose parent spoke an Indigenous language, only one was recorded. Suggestions for improvement are provided. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Linguistic Re-Formation in Florida Heartland Schools: School Erasures of Indigenous Latino Languages

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References (66)

Publisher
SAGE
Copyright
© 2020 The Author(s)
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/0002831220924353
Publisher site
See Article on Publisher Site

Abstract

By law, language information of students in U.S. schools must be identified during enrollment. This information affects language screening, federal reporting, provision of services, and so on. In the Florida Heartland, analyses of observations, records, a language inventory (survey), and interviews show that some students and parents’ languages identified during registration are not recorded accurately. Raciolinguistic enregisterment played a role in registrars recording languages as others and in their differential questioning practices; employee training, policy, and the records system design also affected this linguistic re-formation. In the end, Indigenous Mexican languages were under measured by a factor of 19—for every 19 students whose parent spoke an Indigenous language, only one was recorded. Suggestions for improvement are provided.

Journal

American Educational Research Journal – SAGE

Published: Feb 1, 2021

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