Dominicanas entre La Gran Manzana y Quisqueya: Family, Schooling, and Language Learning in a Transnational Context

Dominicanas entre La Gran Manzana y Quisqueya: Family, Schooling, and Language Learning in a... Abstract: Drawing from a one-year qualitative research study, this article explores the transnational lives and experiences of three young women and their little sisters in New York with close ties to the Dominican Republic. Using ethnographic research methods—life history interviews, focus groups, participant observation, and document analysis, I examine how transnationalism shapes immigrant Dominican families, from the perspective of adolescents in particular. I also share findings from the schooling experiences of the transnational youth in both the Dominican Republic and the U.S. However, the most compelling findings address language learning that takes place in and out of formal educational settings. Here, findings point to the injustices and ironies bilingual immigrant youth withstand in their Spanish-as-a-foreign-language classes. The insights of the youth point to immediate policy recommendations that could improve the U.S. schooling experiences of transnational Dominicans. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Dominicanas entre La Gran Manzana y Quisqueya: Family, Schooling, and Language Learning in a Transnational Context

The High School Journal, Volume 92 (4) – May 1, 2009

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Publisher
University of North Carolina Press
Copyright
Copyright © University of North Carolina Press
ISSN
1534-5157
Publisher site
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Abstract

Abstract: Drawing from a one-year qualitative research study, this article explores the transnational lives and experiences of three young women and their little sisters in New York with close ties to the Dominican Republic. Using ethnographic research methods—life history interviews, focus groups, participant observation, and document analysis, I examine how transnationalism shapes immigrant Dominican families, from the perspective of adolescents in particular. I also share findings from the schooling experiences of the transnational youth in both the Dominican Republic and the U.S. However, the most compelling findings address language learning that takes place in and out of formal educational settings. Here, findings point to the injustices and ironies bilingual immigrant youth withstand in their Spanish-as-a-foreign-language classes. The insights of the youth point to immediate policy recommendations that could improve the U.S. schooling experiences of transnational Dominicans.

Journal

The High School JournalUniversity of North Carolina Press

Published: May 1, 2009

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