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Intergenerational Trajectories and Sociopolitical Context: Latina Immigrants in Adult ESL

Intergenerational Trajectories and Sociopolitical Context: Latina Immigrants in Adult ESL In this ethnographic study, I contrast the educational experiences of two Central American immigrant women in an English as a second language (ESL) family literacy program in the San Francisco Bay area in 2002. Based on life‐history interviews and classroom observations, I argue that these learners' second language and literacy development can only be understood within the larger sociopolitical context over time. To this end, I draw on participants' life‐history narratives to situate their experiences of studying English within the larger social history of immigration in California and within the intergenerational trajectories of education in their families. Specifically, these narratives illustrate participants' perspectives on how their language learning opportunities have been mediated by such factors as their parents' messages about education, their previous experiences of schooling, U.S. immigration policies, the 2001 economic downturn, and the availability of bilingual education for their children. I conclude by arguing that to meet the diverse needs and goals of learners in their classrooms, ESL educators need to incorporate into the curriculum the specific sociocontextual issues that these learners confront in their daily lives. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Tesol Quarterly Wiley

Intergenerational Trajectories and Sociopolitical Context: Latina Immigrants in Adult ESL

Tesol Quarterly , Volume 39 (2) – Jun 1, 2005

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References (28)

Publisher
Wiley
Copyright
2005 TESOL International Association
ISSN
0039-8322
eISSN
1545-7249
DOI
10.2307/3588307
Publisher site
See Article on Publisher Site

Abstract

In this ethnographic study, I contrast the educational experiences of two Central American immigrant women in an English as a second language (ESL) family literacy program in the San Francisco Bay area in 2002. Based on life‐history interviews and classroom observations, I argue that these learners' second language and literacy development can only be understood within the larger sociopolitical context over time. To this end, I draw on participants' life‐history narratives to situate their experiences of studying English within the larger social history of immigration in California and within the intergenerational trajectories of education in their families. Specifically, these narratives illustrate participants' perspectives on how their language learning opportunities have been mediated by such factors as their parents' messages about education, their previous experiences of schooling, U.S. immigration policies, the 2001 economic downturn, and the availability of bilingual education for their children. I conclude by arguing that to meet the diverse needs and goals of learners in their classrooms, ESL educators need to incorporate into the curriculum the specific sociocontextual issues that these learners confront in their daily lives.

Journal

Tesol QuarterlyWiley

Published: Jun 1, 2005

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