Bicultural Identity and Language Attitudes: Perspectives of Four Latina Teachers
| Author (s) |
Weisman, E. M. |
| |
|
| Year of Publication |
2001 |
| |
|
| Publication Type |
article |
| |
|
| Name of Periodical |
Urban Education |
| |
|
| Volume |
36 |
| |
|
| Issue |
2 |
| |
|
| Page Numbers |
203-225 |
| |
|
| Editors |
|
| |
|
| Publisher &
Address |
Sage Publications Company
Corwin Press, Inc.
2455 Teller Road
Thousand Oaks, CA 91320
|
| |
|
| Available From |
Publisher |
| |
|
| URL |
http://sagepub.com |
| |
|
| Suggested Audience |
- Bilingual Educators
- School Administrators
- Educators
|
| |
|
| Descriptors |
- Cultural awareness
- Case studies
- Teacher roles
- Teacher-student relationships
|
Content Abstract
This study is informed by a critical perspective that addresses issues of bicultural development and linguistic attitudes within a context of existing societal power relations. Interviews were conducted with four Latina teachers to examine the relationship between their bicultural identities and their attitudes toward English and Spanish. Findings point to a strong correlation between identification with Latino culture, political consciousness, and value of the Spanish language as a means of affirming the cultural identities of Latino students. Results of this study support the need to incorporate issues concerning bicultural development and language domination into the professional development of bilingual teachers (abstract from article).
Methodological Notes
Additional Comments
The data and analysis from this study was entirely qualitative in it’s methods.
Reviews and Commentary by the Field
