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Language and Literacy in the Pentecostal Church and the Public High School: A Case Study of a Mexican ESL Student

Language and Literacy in the Pentecostal Church and the Public High School: A Case Study of a... Drawing from a multi-year ethnography of a Latino/a immigrant Pentecostal church and from high school observations and interviews of three focal students, this article compares the language and literacy experiences of an immigrant Mexican Pentecostal adolescent in church and school contexts. I document how the youth's Sunday school class fostered a collective, supportive, and caring environment while his high school was marked by isolation, alienation, and hostility. The church afforded him opportunities to engage in rich language and literacy practices, and through his participation he became a competent member of the church. In contrast, his language and literacy classes at school were characterized by a lack of effective instruction and a watered-down curriculum. Sociocultural theory and critical pedagogy serve as frameworks to shed light on how schooling is embedded in the social, cultural, and political context. Implications and recommendations for schools, teachers, and administrators are offered. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Language and Literacy in the Pentecostal Church and the Public High School: A Case Study of a Mexican ESL Student

The High School Journal , Volume 92 (2) – Dec 18, 2008

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157

Abstract

Drawing from a multi-year ethnography of a Latino/a immigrant Pentecostal church and from high school observations and interviews of three focal students, this article compares the language and literacy experiences of an immigrant Mexican Pentecostal adolescent in church and school contexts. I document how the youth's Sunday school class fostered a collective, supportive, and caring environment while his high school was marked by isolation, alienation, and hostility. The church afforded him opportunities to engage in rich language and literacy practices, and through his participation he became a competent member of the church. In contrast, his language and literacy classes at school were characterized by a lack of effective instruction and a watered-down curriculum. Sociocultural theory and critical pedagogy serve as frameworks to shed light on how schooling is embedded in the social, cultural, and political context. Implications and recommendations for schools, teachers, and administrators are offered.

Journal

The High School JournalUniversity of North Carolina Press

Published: Dec 18, 2008

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