La inmersión en dos idiomas y los fondos de conocimiento lingüístico

Abstract

This paper presents a qualitative study examining minority language use in a Spanish- English bilingual elementary school in the borderlands community of Tucson, Arizona. Dual language immersion is presented as a variation of bilingual education and a potential neutral territory in the controversy surrounding schooling in non-English languages in the United States. The paper describes how the case study school is organized to support the acquisition of oral and written Spanish by students of all language backgrounds despite the broader context of language shift to English. Data is presented from Spanish-language radio announcements written by children opposing an antibilingual education initiative, Proposition 203. The term linguistic funds of knowledge is proposed as pedagogical and theoretical tool for identifying and cultivating minority
language resources.