The hegemony of English: A case study of one bilingual classroom as a site of resistance

Middle School Choices for Bilingual Latino/A Youth: When the Magnet School Represents “Status” and the Neighborhood School Represents “Solidarity”

“…We also examined social, familial, and academic influences on their language, culture, and academic achievement. We concluded that, although there was support from many directions for maintaining Spanish, these young students were feeling explicit and implicit pressure to become monolingual speakers of English (Worthy et al 2003) much like other studies have shown (Orellana et al 2000;Shannon 1995). In the second year, we continued to explore the students' evolving perspectives and responses as they managed the new academic environment of sixth grade, along with social and emotional changes of moving into adolescence and preparing for a middle school in which they would have little to no content or language support in Spanish.…”

The Problem of the Language Line: Cultural and social reproduction of hegemonic linguistic structures for learners of African descent in the USA

“…Expanding this concept of hegemony in the context of language, Williams (1998) and Shannon (1995) refer to linguistic hegemony where a language or dialect is afforded the sole legitimacy of governance and where contestations and negotiations exist between speakers over which language or dialect is considered prestigious or inferior in public and private domains. Linguistic hegemony refers to 'the privileging of one language as the only legitimate language of governance' (Williams, 1998Ϻ11), or the procedure where 'languages achieve the status of dominant or dominated or prestigious or inferior, as a result of the struggles, negotiations, and impasses that go on between their speakers' (Shannon, 1995, p. 177).…”

Participation, Hybridity, and Carnival: A Situated Analysis of a Dynamic Literacy Practice in a Primary-Grade English Immersion Class

“…For Spanishspeaking children, participation in classroom practice also frequently involves the discovery that their language is not valued at school (Commins, 1989;Shannon, 1995). In contrast, the system of relations and tasks that constituted the Daily News appeared to foster a high level of congruence between Ms.…”