Skip to main content
SpringerLink
Log in

Building Equitable Futures for Immigrant-Origin Multilingual Youth: Conclusions and Implications of Longitudinal Interactional Histories

  • Chapter
  • First Online:
Longitudinal Interactional Histories

  • 131 Accesses

Abstract

This final chapter presents a brief overview of ways that policies and institutions changed during the study and in the years since its conclusion before turning to updates on youth themselves. A synthesis of youth’s cases is then presented to provide insights into the nature of language and literacy development over time for Mexican and other linguistically minoritized immigrant-origin youth. Relationships among macro-, meso-, and micro-level factors influencing these processes are analyzed, as are the roles played by bilingual and biliterate practices both inside and outside of formal educational settings. The chapter closes with a description of the limitations of this study and an exploration of its implications for supporting the creation of more equitable instructional practices, policies, and research for immigrant-origin multilingual youth.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Banks, J. A., Suárez-Orozco, M. M., & Ben-Peretz, M. (Eds.). (2016). Global migration, diversity, and civic education: Improving policy and practice. New York: Teachers College Press.

    Google Scholar 

  • Bazerman, C., Applebee, A. N., Berninger, V. W., Brandt, D., Graham, S., Matsuda, P. K., Murphy, S., Rowe, D. W., & Schleppegrell, M. (2017). Taking the long view on writing development. Research in the Teaching of English, 51(3), 351–360.

    Google Scholar 

  • Bunch, G. C., Kibler, A. K., & Pimentel, S. (2014). Shared responsibility: Realizing opportunities for English learners in the common core English language arts and disciplinary literacy standards. In L. Minaya-Rowe (Ed.), Effective educational programs, practices, and policies for English learners (pp. 1–28). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Cole, M. (1996). Cultural psychology. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Compton-Lilly, C. (2014). The development of writing habitus: A ten-year case study of a young writer. Written Communication, 31(4), 371–403. https://doi.org/10.1177/0741088314549539.

    Article  Google Scholar 

  • Compton-Lilly, C., Papoi, K., Venegas, P., Hamman, L., & Schwabenbauer, B. (2017). Intersectional identity negotiation: The case of young immigrant children. Journal of Literacy Research, 49(1), 115–140. https://doi.org/10.1177/1086296X16683421.

    Article  Google Scholar 

  • Enright, K. A., & Gilliland, B. (2011). Multilingual writing in an age of accountability: From policy to practice in U.S. high school classrooms. Journal of Second Language Writing, 20(3), 182–195. https://doi.org/10.1016/j.jslw.2011.05.006.

    Article  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.

    Article  Google Scholar 

  • Fu, D. (1995). My trouble is my English: Asian students and the American dream. Portsmouth, NH: Heinemann-Boynton/Cook.

    Google Scholar 

  • Gonzales, R. G. (2011). Learning to be illegal: Undocumented youth and shifting legal contexts in the transition to adulthood. American Sociological Review, 76(4), 602–619. https://doi.org/10.1177/0003122411411901.

    Article  Google Scholar 

  • Gonzales, R. G. (2016). Lives in limbo: Undocumented and coming of age in America. Berkeley: University of California Press.

    Google Scholar 

  • Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. https://doi.org/10.1598/RRQ.43.2.3.

    Article  Google Scholar 

  • Hornberger, N. H. (2003). Continua of biliteracy. In N. H. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 3–34). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Hoyle, S. M., & Adger, C. T. (1998). Introduction. In S. M. Hoyle & C. T. Adger (Eds.), Kids talk: Strategic language use in later childhood (pp. 3–22). New York: Oxford University Press.

    Google Scholar 

  • Kibler, A. K. (2010). Writing through two languages: First language expertise in a language minority classroom. Journal of Second Language Writing, 19(3), 121–142. https://doi.org/10.1016/j.jslw.2010.04.001.

    Article  Google Scholar 

  • Kibler, A. K. (2016). Promises and limitations of literacy sponsors in resident multilingual youths’ transitions to postsecondary schooling. In C. Ortmeier-Hooper & T. Ruecker (Eds.), Linguistically diverse immigrant and resident writers: Transitions from high school to college (pp. 99–116). New York: Routledge.

    Google Scholar 

  • Kibler, A. K., & Valdés, G. (2016). Conceptualizing language learners: Socio-institutional mechanisms and their consequences. Modern Language Journal, 100(S1), 96–116. https://doi.org/10.1111/modl.12310.

    Article  Google Scholar 

  • Kibler, A., Karam, F., Futch Ehrlich, V., Bergey, R., Wang, C., & Molloy Elreda, L. (in press). Who are long-term English learners? Deconstructing a manufactured learner label. Applied Linguistics. https://doi.org/10.1093/applin/amw039.

  • Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  • Leki, I. (2007). Undergraduates in a second language: Challenges and complexities of academic literacy development. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Migration Policy Institute. (2018). Deferred Action for Childhood Arrivals (DACA) data tools. Retrieved from: https://www.migrationpolicy.org/programs/data-hub/deferred-action-childhood-arrivals-daca-profiles

  • National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24677.

    Book  Google Scholar 

  • Orellana, M. F., & D’warte, J. (2010). Recognizing different kinds of “head starts”. Educational Researcher, 39(4), 295–300. https://doi.org/10.3102/0013189X10369829.

    Article  Google Scholar 

  • Palmer, D. (2009). Middle-class English speakers in a two-way immersion bilingual classroom: “Everybody should be listening to Jonathan right now…”. TESOL Quarterly, 43(2), 177–202. https://doi.org/10.1002/j.1545-7249.2009.tb00164.x.

    Article  Google Scholar 

  • Prior, P. (2017). Setting a research agenda for lifespan writing development: The long view from where? Research in the Teaching of English, 52(2), 211–219.

    Google Scholar 

  • Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647. https://doi.org/10.1017/S0047404517000562.

    Article  Google Scholar 

  • Ruecker, T. (2015). Transiciones: Pathways of Latinas and Latinos writing in high school and college. Logan, UT: Utah State University Press.

    Google Scholar 

  • Sandberg, S. (2013). Lean in: Women, work, and the will to lead. New York: Knopf.

    Google Scholar 

  • Shields, S. A. (2008). Gender: An intersectionality perspective. Sex Roles, 59(5–6), 301–311. https://doi.org/10.1007/s11199-008-9501-8.

    Article  Google Scholar 

  • Valdés, G. (1997). Dual language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67(3), 391–429. https://doi.org/10.17763/haer.67.3.n5q175qp86120948.

    Article  Google Scholar 

  • Valdés, G. (2015). Latin@s and the intergenerational continuity of Spanish: The challenges of curricularizing language. International Multilingual Research Journal, 9(4), 253–273. https://doi.org/10.1080/19313152.2015.1086625.

    Article  Google Scholar 

  • Valdés, G., Kibler, A. K., & Walqui, A. (2014). Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards. Alexandria, VA: TESOL International Association.

    Google Scholar 

  • Valdez, V. E., Friere, J. A., & Delavan, M. G. (2016). The gentrification of dual language education. The Urban Review, 48(4), 601–627. https://doi.org/10.1007/s11256-016-0370-0.

    Article  Google Scholar 

  • van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245–260). Oxford, UK: Oxford University Press.

    Google Scholar 

  • van Lier, L. (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences, 3, 2–6. https://doi.org/10.1016/j.sbspro.2010.07.005.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. College of Education, Oregon State University, Corvallis, OR, USA

    Amanda K. Kibler

Authors
  1. Amanda K. Kibler
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Kibler, A.K. (2019). Building Equitable Futures for Immigrant-Origin Multilingual Youth: Conclusions and Implications of Longitudinal Interactional Histories. In: Longitudinal Interactional Histories. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98815-3_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-98815-3_9

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-98814-6

  • Online ISBN: 978-3-319-98815-3

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation