Speaking Q'anjobal, Spanish, and English: a world where other worlds are possible. Issue 3 (3rd July 2019)

• Record Type: Journal Article
• Authors: Guerrero-Arias, Beatriz Eugenia
• Is Part Of: Diaspora, indigenous and minority education. Volume 13:Issue 3(2019)
• Page Start: 133
• Page End: 145
• Publication Date: 2019-07-03
• Subjects: Minorities -- Education -- Periodicals; Immigrants -- Education -- Periodicals; 370.116
• DOI: 10.1080/15595692.2019.1615431
• Languages: English
• ISSNs: 1559-5692

Abstract

ABSTRACT: Currently, there is a call for more humane ways in humanities, for transitions to a world where other worlds are possible. This qualitative case study analyzes an emergent translingual boy's participation in diverse spatial repertoires to address issues of learning and community belonging. José is a 4-year-old preschool Guatemalan-ancestry boy, who speaks Q'anjob'al, Spanish, and English. He was placed in an English classroom with daily 30-min Spanish and English pullout. José participated in the pullout to a desirable extent but was marginalized in the English classroom. At home, José had varied opportunities for participating in diverse spatial repertoires. I discuss how home and school have different conceptions of learning and community belonging, and how the home setting with pluriversed spatial repertoires sheds light on a pedagogical practice aimed at transitioning towards a world where other worlds are possible.