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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 0000-0002-4424-853X), Hua-Yu Sebastian Cherng
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
FullText Text:
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  Data: The Social Power of Speaking: Supporting Recently Arrived Immigrant Youth through a Culture of Speaking
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Chandler+Patton+Miranda%22">Chandler Patton Miranda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4424-853X">0000-0002-4424-853X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hua-Yu+Sebastian+Cherng%22">Hua-Yu Sebastian Cherng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Peabody+Journal+of+Education%22"><i>Peabody Journal of Education</i></searchLink>. 2025 100(4):439-452.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Distance%22">Social Distance</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
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  Data: 10.1080/0161956X.2025.2535918
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  Data: 0161-956X<br />1532-7930
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2025
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  Data: EJ1488837
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        Value: 10.1080/0161956X.2025.2535918
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      – SubjectFull: Immigrants
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      – SubjectFull: English Learners
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      – SubjectFull: Public Schools
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Educational Practices
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      – SubjectFull: Bilingual Education
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      – SubjectFull: Second Language Learning
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