Linguistic Challenges in a Context of Superdiversity: The Case of a Primary School in Tijuana
This ethnographic case study examines the linguistic dynamics in a primary school in Tijuana, Mexico, a locality characterized by its superdiversity. The research explores the tensions related to language diversity in a border context where Spanish, English, Haitian Creole and Chinese-speaking stude...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras
2024
|
| Materias: | |
| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/8023 |
| Aporte de: |
| Sumario: | This ethnographic case study examines the linguistic dynamics in a primary school in Tijuana, Mexico, a locality characterized by its superdiversity. The research explores the tensions related to language diversity in a border context where Spanish, English, Haitian Creole and Chinese-speaking students converge. Through participant observation and interviews, the study reveals how educational practices navigate between monolingualism and efforts towards linguistic inclusion. Manifestations of linguistic racism are identified, such as the exclusion of non-Spanish-speaking students and the stigmatization of language varieties. Isolated initiatives promoting sociolinguistic justice are also noted. The research underlines the need to implement practices that take advantage of linguistic diversity as a pedagogical resource. The findings reveal the challenges and opportunities presented by superdiversity in border educational contexts, contributing to the debate on inclusive educational policies in Mexico. |
|---|