Close to home: oral and literate practices in a by Juan C. Guerra

By Juan C. Guerra

Presents an perception into the oral and written discourse of a longer community of Mexicanos dwelling in Chicago. This paintings explores the ways that the group's studies as immigrants have affected their linguistic practices.

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Extra info for Close to home: oral and literate practices in a transnational Mexicano community

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RAPHAEL, Editors, with VIRGINIA J. GOATLEY and LAURA S. PARDO Until We Are Strong Together: Women Writers in the Tenderloin CAROLINE E. HELLER Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs OFELIA B. MIRAMONTES, ADEL NADEAU, and NANCY L. COMMINS Writing Superheroes: Contemporary Childhood, Popular Culture, and Classroom Literacy ANNE HAAS DYSON Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom MARTIN NYSTRAND with ADAM GAMORAN, ROBERT KACHUR, and CATHERINE PRENDERGAST Reading Across Cultures: Teaching Literature in a Diverse Society THERESA ROGERS and ANNA O.

The chapter opens with a historical overview of the immigration of Mexicanos to the United States and, more specifically, to Chicago. After describing how I came to work with members of the social network, the chapter shifts to a discussion of two of the three home fronts where most members of the group reside: Rancho Verde in Mexico and Pilsen/Little Village in Chicago. This section examines the circumstances that led almost half of Rancho Verde's population to abandon their homes and move, primarily to Chicago.

Limitedness, sovereignty, and fraternity), but adds an element of authenticity that creates the expectation that all members of a group must, by definition, speak in the same register, style, or dialect. " Thus, while Labov "suggests Black English represents no problem," for Bernstein, "working class verbal culture represents nothing but a problem" (p. 58). In light of the difficulties that she sees with a traditional approach to the study of language and literacy, Pratt offers an alternative that acknowledges what she calls "the relationality of social differentiation" (p.

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