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Zusatztext "Data is presented and analyzed clearly in each chapter, to such a degree that even those who are not versed in the fields of literacy studies, sociolinguistics, etc., can follow the argument and assess the findings. The clarity of the writing makes this book applicable for libraries whose clients include educators, including ESL teachers, school administrators, and social scientists. Recommended." — CHOICE "Very timely and interesting..... Latino Language and Literacy in Ethnolinguistic Chicago is an excellent contribution to the published research literature on language socialization and language and literacy development and practices in the largest of U.S. language-minority groups....Unique in its focus on diverse language and literacy practices in a single city, it provides a model for the kind of in-depth research we need on Latino and other language minority communities...a guide to the richness of the field and to the kind of work that might be done in other cities." — Robert Bayley University of Texas at San Antonio Informationen zum Autor Marcia Farr Klappentext A set of studies of language use among Latinos in one of the most globalized, linguistically diverse cities in the U.S. Emphasizes language use as centrally related to ethnic, class, and gender identities. Zusammenfassung A set of studies of language use among Latinos in one of the most globalized, linguistically diverse cities in the US. Emphasizes language use as centrally related to ethnic, class, and gender identities. Inhaltsverzeichnis Contents: Preface. Part I: Introduction. M. Farr, E. Dominguez Barajas, Latinos and Diversity in Global Context: Identities and Language Use at Home, School, Church, and Work. Part II: Within the Family Circle. M. Farr, ¡A Mí No Me Manda Nadie! Individualism and Identity in Mexican Ranchero Speech. E. Dominguez Barajas, "Como Dice El Dicho": Social and Cognitive Aspects of Proverb Use Among Mexicanos in Chicago and Mexico. T. DelValle, "Successful" and "Unsuccessful" Literacies in Puerto Rican Families in Chicago. Part III: At School. I. Olmedo, The "Bilingual Echo": Bilingual Children as Language Mediators in a Dual Language School. K. Potowski, Latino Children's Classroom Language Use: The Role of Identity Investments. J. Cohen, Global Links From the Post-Industrial Heartland: Language, Internet Use, and Identity Development Among Second-Generation Mexican High School Girls on Chicago's Southeast Side. M. Spicer-Escalante, Writing in Two Languages/Living in Two Worlds: A Rhetorical Analysis of Mexican American Written Discourse. Part IV: Within Community Spaces. J. Hurtig, Storytelling, or the Cultural Construction of Writers in a Mexican Immigrant Neighborhood. A.U. Colomb, Native Language Literacy: Readings With Mexican Immigrant Mothers: Expanding Our Horizons by Expanding Theirs. M. Farr, Literacy and Religion: Reading, Writing, and Gender Among Mexican Women in Chicago. R. Gelb, The Magic of Verbal Art: Juanita's Santeria Initiation. J.W. Herrick, What Does It Mean to Speak the Same Language? Variability Within Mexican Identity in the Multi-Ethnic Workspace. R. Cintron, Afterword. ...
