“Go Back to Mexico:” Linguistic Violence, Bilingualism, and Identity of Latina/o/x Bilingual Adolescents

References

• Agar, M. (1994). Language shock: Understanding the culture of conversation (1st ed.). Wm. Morrow.
   Google Scholar
• Agar, M. (2006). Culture: Can you take it anywhere? International Journal of Qualitative Methods, 5(2), 1–12. https://doi.org/10.1177/160940690600500201
   Google Scholar
• Agarwal-Rangnath, R., Dover, A. G., & Henning, N. (2016). Preparing to teach social studies for social justice (becoming a renegade). Teachers College Press.
   Google Scholar
• Alfaro, C., & Bartolomé, L. (2017). Preparing ideologically clear bilingual teachers honoring working-class non-standard language use in the bilingual education classroom. Issues in Teacher Education, 26(2), 11–34. http://www.caddogap.com
   Google Scholar
• Anzaldúa, G. (2007). Borderlands: The new mestiza = La frontera (3rd ed.). Aunt Lute Books.
   Google Scholar
• Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392–402. https://doi.org/10.1016/j.tate.2016.07.024
   Web of Science ®Google Scholar
• Avineri, N., Graham, L. R., Johnson, E. J., Conley Riner, R., & Rosa, J. (2019). Introduction: Reimagining language and social justice. In N. Avineri, L. R. Graham, E. J. Johnson, R. C. Riner, & J. Rosa (Eds.), Language and social justice in practice (pp. 1–16). Routledge.
   Google Scholar
• Ayón, C., & Philbin, S. P. (2017). ‘Tú No Eres de Aquí’: Latino children’s experiences of institutional and interpersonal discrimination and microaggressions. Social Work Research, 41(1), 19–30. https://doi.org/10.1093/swr/svw028
   Web of Science ®Google Scholar
• Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.
   Google Scholar
• Bhopal, K., & Shain, F. (2014). Educational inclusion: Towards a social justice agenda? British Journal of Sociology of Education, 35(5), 645–649. https://doi.org/10.1080/01425692.2014.938937
   Web of Science ®Google Scholar
• Bourdieu, P. (1991). Language and symbolic power. Harvard University Press.
   Google Scholar
• Brutt‐Griffler, J., & Kim, S. (2018). Gender socialization: From L1 to L2 languacultures. International Journal of Applied Linguistics, 28(1), 102–118. https://doi.org/10.1111/ijal.12186
   Web of Science ®Google Scholar
• Castrellón, L. E., Reyna Rivarola, A. R., & López, G. R. (2017). We are not alternative facts: Feeling, existing, and resisting in the era of Trump. International Journal of Qualitative Studies in Education (QSE), 30(10), 936–945. https://doi.org/10.1080/09518398.2017.1312603
   Web of Science ®Google Scholar
• Charity Hudley, A. (2010). Standardized assessment of African-American children: A sociolinguistic approach. In M. Farr, L. Seloni, & J. Song (Eds.), Ethnolinguistic diversity and education: Language, literacy, and culture (pp. 167–192). Routledge.
   Google Scholar
• Chun, D. M. (2019). Current and future directions in TELL. Journal of Educational Technology & Society, 22(2), 14–25. https://www.jstor.org/stable/26819614
   Web of Science ®Google Scholar
• Dantas-Whitney, M., & Dugan Waldschmidt, E. (2009). Moving toward critical cultural consciousness in ESOL and bilingual teacher education. Bilingual Research Journal, 32(1), 60–76. https://doi.org/10.1080/15235880902965888
   Google Scholar
• De Onís, C. M. (2017). What’s in an “x”?: An exchange about the politics of “Latinx.” Chiricú Journal: Latina/o Literatures, Arts, and Cultures, 1(2), 78–91. https://doi.org/10.2979/chiricu.1.2.07
   Google Scholar
• DeMatthews, D., Izquierdo, E., & Knight, D. S. (2017). Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border. Education Policy Analysis Archives, 25(1), 1–28. https://doi.org/10.14507/epaa.25.2436
   Google Scholar
• DeMatthews, D., & Izquierdo, E. (2016). School leadership for dual language education: A social justice approach. The Educational Forum, 80(3), 278. https://doi.org/10.1080/00131725.2016.1173152
   Web of Science ®Google Scholar
• DeMatthews, D., & Izquierdo, E. (2018). The importance of principals supporting dual language education: A social justice leadership framework. Journal of Latinos and Education, 17(1), 53–70. https://doi.org/10.1080/15348431.2017.1282365
   Web of Science ®Google Scholar
• DeWalt, K. M., & DeWalt, B. R. (2011). Participant observation: A guide for fieldworkers (2nd ed.). Altamira Press.
   Google Scholar
• Ek, L. D., García, A. S., & Garza, A.et al (2014). Latino children: Constructing identities, voices, linguistic, and cultural understandings. In B. Bustos Flores, O. A. Vásquez, and E. Riojas Clark (Eds.), Generating transworld pedagogy: Reimagining la clase mágica (pp. 129–142). Lexington Books.
   Google Scholar
• Ek, L. D., Sánchez, P., & Quijada Cerecer, P. D. (2013). Linguistic violence, insecurity, and work: Language ideologies of Latina/o bilingual teacher candidates in Texas. International Multilingual Research Journal, 7(3), 197–219. https://doi.org/10.1080/19313152.2013.768144
   Google Scholar
• Esquinca, A. (2012). Tranfronterizos”‘ socialization into mathematical discourse: Capitalizing on language and cultural resources or caught between conflicting ideologies? International Journal of Bilingual Education and Bilingualism, 15(6), 669–686. https://doi.org/10.1080/13670050.2012.699947
   Web of Science ®Google Scholar
• Fitts, S., & Weisman, E. (2010). Exploring questions of social justice in bilingual/bicultural teacher education: Towards a parity of participation. The Urban Review, 42(5), 373–393. https://doi.org/10.1007/s11256-009-0139-9
   Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454–479. https://doi.org/10.1002/tesq.182
   Web of Science ®Google Scholar
• Flores, N., Tseng, A., & Subtirelu, N. (Eds.). (2021). Bilingualism for all?: Raciolinguistic perspectives on dual language education in the United States. Multilingual Matters.
   Google Scholar
• Freire, J. A. (2016). Nepantleras/os and their teachers in dual language education: Developing sociopolitical consciousness to contest language education policies. Association of Mexican-American Educators, 10(1), 36–52. https://amaejournal.utsa.edu/index.php/AMAE/article/view/190
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
   Google Scholar
• Friedrich, P. (1989). Language, ideology, and political economy. American Anthropologist, 91(2), 295–312. https://doi.org/10.1525/aa.1989.91.2.02a00010
   Web of Science ®Google Scholar
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
   Google Scholar
• García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell Pub.
   Google Scholar
• Garza Ayala, A. (2020). At the intersection of culture, bilingualism, and mathematics: breaking language norms in a seventh-grade dual-language classroom for biliteracy development. International Journal of Bilingual Education and Bilingualism, 1–15. https://doi.org/10.1080/13670050.2020.1859984
   Google Scholar
• Gee, J. P. (2011). How to do discourse analysis: A toolkit. Routledge.
   Google Scholar
• Gee, J. P. (2015). Social linguistics and literacies: Ideology in discourses (5th ed.). Routledge.
   Google Scholar
• Goethals, G. R. (2017). Almost “nothing new under the sun”: American politics and the election of Donald Trump. Leadership, 13(4), 413–423. https://doi.org/10.1177/1742715017724533
   Web of Science ®Google Scholar
• González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practice in households, communities, and classrooms. L. Erlbaum Associates.
   Google Scholar
• Granados, N. R. (2017). Mobilities of language and literacy ideologies: Dual language graduates’ bilingualism and biliteracy. Journal of Literacy Research, 49(2), 210–239. https://doi.org/10.1177/1086296X16686143
   Web of Science ®Google Scholar
• Guerrero, M. D., & Guerrero, M. C. (2017). Competing discourses of academic Spanish in the Texas-Mexico borderlands. Bilingual Research Journal, 40(1), 5–19. https://doi.org/10.1080/15235882.2016.1273150
   Web of Science ®Google Scholar
• Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., & Christian, D. (2018). Guiding principles for dual language education (3rd ed.). Center for Applied Linguistics.
   Google Scholar
• Kroskrity, P. (Ed.). (2000). Regimes of language: Ideologies, polities, and identities. School of American Research Press.
   Google Scholar
• Lippi-Green, R. (2012). English with an accent: Language, ideology and discrimination in the United States (2nd ed.). Routledge.
   Google Scholar
• Lópezleiva, C., Torres, Z., & Khisty, L. (2013). Acknowledging Spanish and English resources during mathematical reasoning. Cultural Studies of Science Education, 8(4), 919–934. https://doi.org/10.1007/s11422-013-9518-3
   Google Scholar
• Macedo, D. (2005). English only: The tongue-tying of America. In E. R. Brown & K. J. Saltman (Eds.), The critical middle school reader (pp. 375–384). Taylor & Francis Group.
   Google Scholar
• Marsh, R., & Kaufman, E. (2019, July 20). Federal government found ‘go back to your country’ phrase to be considered discriminatory in cases. CNN Politics. https://www.cnn.com/2019/07/20/politics/go-back-to-your-country-eeoc-cases-find-discriminatory/index.html
   Google Scholar
• Martínez, G. A. (2006). Mexican Americans and language: Del dicho al hecho. The University of Arizona Press.
   Google Scholar
• Martínez, R. A. (2013). Reading the world in Spanglish: Hybrid language practices and ideological contestation in a sixth-grade English language arts classroom. Linguistics and Education, 24(3), 276–288. https://doi.org/10.1016/j.linged.2013.03.007
   Web of Science ®Google Scholar
• Mayorga, E., & Picower, B. (2018). Active solidarity: Centering the demands and vision of the Black lives matter movement in teacher education. Urban Education, 53(2), 212–230. https://doi.org/10.1177/0042085917747117
   Web of Science ®Google Scholar
• Murillo, L. A., & Schall, J. M. (2016). “They didn’t teach us well”: Mexican-origin students speak out about their readiness for college literacy. Journal of Adolescent & Adult Literacy, 60(3), 315–323. https://doi.org/10.1002/jaal.581
   Web of Science ®Google Scholar
• Murillo, L. A., & Smith, P. H. (2011). “I will never forget that”: Lasting effects of language discrimination on language-minority children in Colombia and on the U.S.-Mexico border. Childhood Education, 87(3), 147–153. https://doi.org/10.1080/00094056.2011.10521714
   Google Scholar
• Nadal, K. L., Mazzula, S. L., Rivera, D. P., & Fujii-Doe, W. (2014). Microaggressions and Latina/o Americans: An analysis of nativity, gender, and ethnicity. Journal of Latina/o Psychology, 2(2), 67–78. https://doi.org/10.1037/lat0000013
   Google Scholar
• Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Longman.
   Google Scholar
• Picower, B. (2015). Tools of inaction: The impasse between teaching social issues and creating social change. Teachers and Teaching, 21(7), 908–922. https://doi.org/10.1080/13540602.2014.995488
   Web of Science ®Google Scholar
• Richards, L. (2009). Handling qualitative data: A practical guide (2nd ed.). SAGE.
   Google Scholar
• Rogers, K., & Fandos, N. (2019, July 14). Trump tells congresswomen to ‘go back’ to the countries they came from. The New York Times. https://www.nytimes.com/2019/07/14/us/politics/trump-twitter-squad-congress.html
   Google Scholar
• Rosa, J. (2016). Standardization, racialization, languagelessness: Raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2), 162–183. https://doi.org/10.1111/jola.12116
   Web of Science ®Google Scholar
• Rosa, J. (2019). Looking like a language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad. Oxford University Press.
   Google Scholar
• Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
   Google Scholar
• Sánchez, P. (2014). Dignifying every day: Policies and practices that impact immigrant students. Language Arts, 91(5), 363–371. https://doi.org/10.1177/0013124502034002003
   Google Scholar
• Sayer, P. (2008). Demystifying language mixing: Spanglish in school. Journal of Latinos & Education, 7(2), 94–112. https://doi.org/10.1080/15348430701827030
   Google Scholar
• Sayer, P. (2013). Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47(1), 63–88. https://doi.org/10.1002/tesq.53
   Web of Science ®Google Scholar
• Scharrón-del Río, M. R., & Aja, A. A. (2020). Latinx: Inclusive language as liberation praxis. Journal of Latinx Psychology, 8(1), 7–20. https://doi.org/10.1037/lat0000140
   Google Scholar
• Schieffelin, B. B., Woolard, K. A., & Kroskrity, P. V. (Eds.). (1998). Language ideologies: Practice and theory. Oxford University Press.
   Google Scholar
• U. S. Census Bureau. (2012). State & County QuickFacts: Texas. https://www.census.gov/quickfacts/TX
   Google Scholar
• Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. State University of New York Press.
   Google Scholar
• Vidal-Ortiz, S., & Martínez, J. (2018). Latinx thoughts: Latinidad with an X. Latino Studies, 16(3), 384–395. https://doi.org/10.1057/s41276-018-0137-8
   Web of Science ®Google Scholar
• Vine, E. W. (2003). ‘My partner’: A five-year-old Samoan boy learns how to participate in class through interactions with his English-speaking peers. Linguistics and Education, 14(1), 99–121. https://doi.org/10.1016/S0898-5898(03)00006-8
   Google Scholar
• Woolard, K. A. (1998). Language ideology as a field of inquiry. In B. B. Schieffelin, K. A. Woolard, & P. V. Kroskrity (Eds.), Language ideologies: Practice and theory (pp. 3–47). Oxford University Press.
   Google Scholar
• Yuquilema, V. (n.d.). Cuando dices la palabra: ¡Indio! WAMBRA, Medio Digital Comunitario. https://wambra.ec/cuando-dices-lapalabra-indio/
   Google Scholar
• Zavala, A. (2011). INDIO/INDÍGENA, 1750-1850. Historia Mexicana, 60(3 (239), 1643–1681. https://historiamexicana.colmex.mx/index.php/RHM/article/view/327
   Web of Science ®Google Scholar
• Zentella, A. C. (1997). Growing up bilingual: Puerto Rican children in New York. Blackwell Publishers.
   Google Scholar