The Social Power of Speaking: Supporting Recently Arrived Immigrant Youth through a Culture of Speaking
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| Title: | The Social Power of Speaking: Supporting Recently Arrived Immigrant Youth through a Culture of Speaking |
|---|---|
| Language: | English |
| Authors: | Chandler Patton Miranda (ORCID |
| Source: | Peabody Journal of Education. 2025 100(4):439-452. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Immigrants, English Learners, Public Schools, Peer Relationship, Social Distance, Scaffolding (Teaching Technique), Trust (Psychology), School Culture, Educational Environment, Educational Practices, Student Empowerment, Bilingual Education, Second Language Learning, High Schools, Case Studies, High School Students |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1080/0161956X.2025.2535918 |
| ISSN: | 0161-956X 1532-7930 |
| Abstract: | This study investigates how school practices can disrupt hegemonic monolingualism by fostering inclusive environments wherein recently arrived immigrant English learners (RAIELs) are encouraged to speak in both their home language and English. Through a case study of three public schools in New York City in the United States, we examine the structures and norms that support student voice, language development, and social belonging. Drawing on Bourdieu's concepts of linguistic capital and institutional habitus, we explore how peer interaction, teacher scaffolding, and trust cultivate a school culture that empowers RAIELs to take linguistic risks and participate in academic and social discourse. Our findings highlight how institutional practices that honor students' multilingual identities create equitable opportunities for language development and challenge deficit-based assumptions that often silence newcomer students. By developing a school culture of speaking that centers student voice and linguistic diversity, the schools in our study model practices that promote opportunities for students to speak for themselves and offer actionable insights for educators and policymakers seeking to counteract the linguistic and social segregation experienced by many immigrant youth. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488837 |
| Database: | ERIC |
| Abstract: | This study investigates how school practices can disrupt hegemonic monolingualism by fostering inclusive environments wherein recently arrived immigrant English learners (RAIELs) are encouraged to speak in both their home language and English. Through a case study of three public schools in New York City in the United States, we examine the structures and norms that support student voice, language development, and social belonging. Drawing on Bourdieu's concepts of linguistic capital and institutional habitus, we explore how peer interaction, teacher scaffolding, and trust cultivate a school culture that empowers RAIELs to take linguistic risks and participate in academic and social discourse. Our findings highlight how institutional practices that honor students' multilingual identities create equitable opportunities for language development and challenge deficit-based assumptions that often silence newcomer students. By developing a school culture of speaking that centers student voice and linguistic diversity, the schools in our study model practices that promote opportunities for students to speak for themselves and offer actionable insights for educators and policymakers seeking to counteract the linguistic and social segregation experienced by many immigrant youth. |
|---|---|
| ISSN: | 0161-956X 1532-7930 |
| DOI: | 10.1080/0161956X.2025.2535918 |
