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RaciolinguisticsHow Language Shapes Our Ideas About Race$
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H. Samy Alim, John R. Rickford, and Arnetha F. Ball

Print publication date: 2016

Print ISBN-13: 9780190625696

Published to Oxford Scholarship Online: December 2016

DOI: 10.1093/acprof:oso/9780190625696.001.0001

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Zapotec, Mixtec, and Purepecha Youth

Zapotec, Mixtec, and Purepecha Youth

Multilingualism and the Marginalization of Indigenous Immigrants in the United States

Chapter:
(p.255) 14 Zapotec, Mixtec, and Purepecha Youth
Source:
Raciolinguistics
Author(s):

William Perez

Rafael Vasquez

Raymond Buriel

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190625696.003.0015

The immigration of indigenous Mexicans to the United States has received increasing attention in the research literature, yet very few studies have focused on youth, their linguistic abilities, or their educational experiences. While some school districts have identified one or more indigenous languages spoken at home and school, to our knowledge, no previous study has examined Purepecha, Mixtec, and Zapotec students’ linguistic abilities. We examined their English, Spanish, and indigenous language use as part of a study in the Greater Los Angeles area. In addition to illustrating trilingual language brokering and multilingual language practices, importantly, we consider such practices to be possible tools for the educational enhancement of indigenous immigrant youth in U.S. schools.

Keywords:   indigenous language, language brokering, multilingual education, secondary education, race and ethnicity, indigenous Mexican youth, Purepecha, Mixtec, Zapotec, immigration

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