Presentation on theme: "Social Networking, Workplace, and Entertainment Literacies: The Out-of-School Literate Lives of Newcomer Latina/o Adolescents Mary Amanda Stewart, Texas."— Presentation transcript:
Social Networking, Workplace, and Entertainment Literacies: The Out-of-School Literate Lives of Newcomer Latina/o Adolescents Mary Amanda Stewart, Texas Woman’s University
THEORETICAL FRAMEWORK Studies illustrate adolescent immigrants’ advanced linguistic repertoires (de la Piedra, 2010; Godina, 2004; Orellana, 2009) Global perspectives (Lam, 2004; McGinnis, Goodstein- Stolzenberg, & Saliani, 2007) through online platforms (Lam & Rosario-Ramos, 2009; Yi, 2007) But ELs have lower graduation rates and academic achievement scores than their peers (Garcia, 2012) No Child Left Behind policies do not adhere to research on effective educational reform, second language acquisition, and culturally relevant teaching that needs to be considered for immigrant students (Hopkins, Thompson, Linquanti, Hakuta, & August, 2013; Menken, 2008; O'Brien & Roberson, 2012)
literacies Brian Street's (1995) ideological model of reading influences the construct of literacies used in the present study. Literacy becomes literacies Embracing the political nature of the term, the working concept of literacy is based on Gee’s (2008) definition of Discourses which he defines as "saying(writing)-doing-being- valuing-believing combinations" (p. 154). An out-of-school literacy is any way of sending and receiving meaning that is NOT part of the academic classroom.
RESEARCH QUESTIONS 1. What are the out-of-school literacies of four newcomer Latina/o adolescents? 2. What meanings do these literacies have for the individuals? 3. How do these literacies demonstrate the adolescents’ linguistic, cultural, and social resources that could be leveraged for academic achievement? Assumption: Students possess literacy skills they use outside of school that are valuable for academic learning.
PARTICIPANTS NameTELPAS Score (English Acquisition) AgeCountryTime in U.S. Grade Level Level of Education in Home Country Workplace CeliaBeginner17Mexico18 mo.11 th Finished Secundaria =10 th El Taco Loco ValeriaBeginner19El Salvador20 mo.10 th In Bachillerato =10 th Sandwich Shop AlejandraIntermediate17El Salvador20 mo.11 th In Bachillerato =11 th Sandwich Shop MiguelBeginner20Guatemala9 mo.11 th In Universificado =12 th Gutiérrez Tires *All names and workplaces are pseudonyms. *Information as of January 2012
SCHOOL/DATA Suburban high school 2000 middle class students Only 14 in ESL classes Facebook data Everything on wall About section Conversations Pictures Observations In ESL class At lunch Before/after school Workplace Interviews 5-8 interviews with each student Primarily in Spanish Analysis On-going Nvivo 10
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SOCIAL NETWORKING: Facebook Connect To Home Maintain Latina/o Identity Acquire English
SOCIAL NETWORKING "Ella está aquí, pero era mi vecina en México.” [She is here, but she was my neighbor en Mexico.] Connect To Home Family and Friends Diaspora Community Maintain Latina/o Identity Acquire English
SOCIAL NETWORKING cuantos likes a nuestra bandera? Connect To Home Maintain Latina/o Identity Visuals Language Acquire English Soy puro chaplin
SOCIAL NETWORKING omg: "Hola mi amiga? No?“ [Hello my friend? Right?] “omg tomorrow i have test” Reading & Writing Posts Codes Connect To Home Maintain Latina Identity Acquire English
WORKPLACE: Fast Food, Tire Shop Acquire English Place to Succeed Support Themselves
WORKPLACE Acquire English Communicate with “americanos” Headset Learn codes Practice with customers and co-workers Place to Succeed Support Herself
WORKPLACE Acquire English Translating Raises Advancement Place to Succeed Support Themselves “Cada vez me preguntan más, como a veces las señoras de la cocina le preguntan algo a Bob y Bob no entiende, y Bob ‘Celia! Celia!!! Necesito tu ayuda!’” [Every time they ask me, like when the ladies in the kitchen ask Bob something and Bob (shouts) "Celia! Celia!!! I need your help!"]
WORKPLACE Acquire English Place to Succeed Support Themselves "Porque pues así cuando trabajo más horas, gano más dinero, y pues guardo más.” [Because this way, when I work more hours, I make more money, and then I save more.] Make Money Save
ENTERTAINMENT: Music and TV Connect To Home Maintain Latina/o Identity
ENTERTAINMENT Spanish music: "Me recuerda de México. Allá los escuchaba y luego aquí, pues pienso que estoy en México.” [It reminds me of Mexico. I listened to it there and then here, well, I think that I am in Mexico.] Connect To Home Listen to Same Music Watch Same TV Maintain Latina/o Identity
“Yo soy mexicana….porque como nací en México, y viví toda mi vida en México sin conocer aquí nada. Ya me vine cuando ya estaba grande. Ya conocí todo como es México y nunca voy a olvidar como es.” [I am Mexican….because like I was born in Mexico and I lived all of my life in Mexico without coming here or anything. I came when I was already big. I already knew everything about Mexico and I will never forget how it is.]
ENTERTAINMENT Connect To Home Maintain Latina/o Identity Spanish Music and TV Transnational
MORE OPPORTUNITIES IN THE U.S. English acquisition through Facebook and workplace litercies “No hay oportunidades [en mi país.]” [There are no opportunities (in my country.)]
WHAT THEY LEFT BEHIND Connect to home through Facebook and entertainment literacies “Todos mis recuerdos están en México.” [All of my memories are in Mexico.]
REMITTANCES Support themselves through workplace literacies “[Teníamos] más que algunas. Sí, porque mi papá nos llevaba ropa o también como zapatos.” [(We had) more than others. Yes, because my father sent us clothes or like shoes too.]
TO BE SOMEONE Maintain identity and find a place to succeed through workplace, entertainment, and Facebook literacies “para ser alguien” [to be someone]
WHOSE LITERACIES COUNT? Bring the outside in: Language Skills Social Networking Transnational Perspectives through Media Seal of Biliteracy on Diplomas National Association of Bilingual Education’s goal for all states What literacies are needed in the 21 st Century? Who already possesses these literacies? Do we actively value all literacies? Or do we passively privilege monolingualism?
Everyone benefits if we recognize, validate, and use immigrant students’ full repertoire of literacies. The students are emergent multilingual and multiliterate transnationals who communicate in multimodal ways. They cannot be viewed through a narrow monolingual, monoliterate, monocultural, and monomodal lens.
PUBLICATIONS FROM THIS STUDY Stewart, M. A. (2013). "What up" and "TQM": Latina/o English learners writing on Facebook to acquire English and maintain their Latina/o identities. In K. E. Pytash & R. E. Ferdig (Eds.), Exploring Technology for Writing and Writing Instruction. IGI Global, Hershey, PA, 328-344. Stewart, M. A. (2014). Living here, yet being there: Facebook as a transnational space for newcomer Latina/o adolescents. Tapestry Journal, 5(1), 28-43. Stewart, M. A. (2013). Giving voice to Valeria's story: Support, value, and agency for immigrant adolescents. Journal of Adolescent and Adult Literacy, 57(1), 42-50. Stewart, M. A. (2013). What is "educated" in the 21st century? Phi Delta Kappan, 94(7), 57-60. Maryamandastewart.com MStewart7@twu.edu@DrMandyStewartMStewart7@twu.edu
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