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Words Were All We Had: Confronting Social Injustices Facing Hispanic Students in American Schools
Abstract
Language and identity are inextricably intertwined. Over the years, countless Hispanic students have been categorized dichotomously in schools in ways that marginalize their language practices and restrict their evolving identities. American public schools often unjustly force Hispanic students to deny who they are, stripping them of the ability to retain their self-claimed identity and linguistic freedom. This common practice in American schools is nothing short of social injustice. Therefore, the overall purpose of this study was to illuminate and more deeply understand Hispanic youth's experiences in schools and to examine closely through analysis of classroom discourse and interaction the identities and ideologies that come into play in FLL-HLL mixed classrooms. The analysis presented in this chapter reveals critical information about how these diverse students see themselves, information that might otherwise be constrained by schooling practices (i.e. labeling and categorization), which marginalize rather than empower diverse students.
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