Abstract
This chapter describes Maria and her experiences navigating formal and informal bilingual resources as she participated in distinct literacy events across different settings over time. A social and academically successful young woman, Maria’s turning point was her decision to undertake religious training in a Latin-American-origin Catholic institute after high school. Because of the more formal opportunities provided for bilingual and biliterate practices in this religious setting, Maria’s language and literacy journey developed quite differently than it might have in other, more common postsecondary contexts for linguistically minoritized students. An overview of Maria’s language and literacy experiences during this study is provided, followed by LIHA analyses of literacy events demonstrating these trends before and after her turning point.
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- 1.
Proposition 227 was a ballot initiative passed by voters in California in 1998 that dismantled many forms of bilingual education in the state. It was repealed in 2016 through the same ballot initiative process.
- 2.
Relevant translations include: “ni modo” (oh, well/it doesn’t matter); “soy orgullosa” (I’m proud/conceited); “orgullo” (pride); “con los pies en la tierra” (with your feet on the ground); “perder” (to lose).
- 3.
It should be noted that my understanding of Maria and Miguel’s conversations as having been bilingual is not based upon Maria’s use of Spanish in this interview excerpt. Rather, it is based upon the extensive observations I conducted over time at South Sierra High School, in which Spanish/English bilinguals tended to use both languages with each other in peer classroom conversations regardless of age or levels of English expertise.
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Kibler, A.K. (2019). Using Informal Bilingual Resources, “Jumping” and “Giving Double”: Interactional Histories Across School and Religious Communities. In: Longitudinal Interactional Histories. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98815-3_8
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