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Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California

机译：南加州双语/双文化课后计划中的语言意识形态竞争

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This article looks at the competing language ideologies that preschool children negotiate in Mi Clase Mgica (MCM), a Spanish-English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and tareas (homework) activities. Data comes from long-term participant observation; audio- and videotaping; field notes by adult participants; and interviews with MCM coordinators, volunteer mothers, and schoolteachers. Findings indicate that MCM children are processing competing language frameworks from home and school and revealing emergent language ideologies in their daily interactions with peers and adults. The study reveals the complexity of Latino children's language choices in informal educational settings and draws implications for pedagogical practices in multilingual classrooms.
机译：本文研究了学龄前儿童在Mi Clase Mgica（MCM）中谈判的竞争性语言意识形态，Mi Clase Mgica是圣地亚哥的西班牙语-英语双语/双文化课余课后计划。它通过与计算机和成人游戏（家庭作业）活动中的同伴和成年人的互动来检验儿童的语言选择。数据来自长期的参与者观察；录音和录像；成人参与者的现场笔记；以及与MCM协调员，志愿者母亲和学校老师的访谈。研究结果表明，MCM儿童正在处理来自家庭和学校的竞争性语言框架，并在与同龄人和成年人的日常互动中揭示新兴的语言意识形态。这项研究揭示了拉丁裔儿童在非正式教育环境中选择语言的复杂性，并对多语言教室的教学实践产生了影响。

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