Immigrant Families and Children (Re)Develop Identities in a New Context |
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| Authors: | Mariana Souto-Manning |
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| Institution: | (1) Department of Child & Family Development, The University of Georgia, 106 Family Science Center II (House D), Athens, GA 30602, USA |
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| Abstract: | Resolving conflicting linguistic traditions and struggling with new identities are significant challenges for immigrants to
the United States. This case study introduces an immigrant mother from Mexico who renamed her youngest son on his first day
of first grade to avoid the widespread stereotypes and academic stagnation experienced by her two older sons. Such (re)naming
practices constitute and represent the very precarious social and institutional relationships taking place in schools involving
immigrant children. In this case study, there was indication of negative aspects of assimilation processes taking place as
the family adapted to a new culture and language. For example, the misconception is still widespread that efforts to learn
two languages rather than just one diminish a child’s ability to learn other things, which should be learned. However, research
in language acquisition and development, points to bilingualism and multilingualism as resources rather than deficits (Souto-Manning,
2006). |
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| Keywords: | naming assimilation immigration discourses identities schooling Latinos linguistic traditions stereotypes early childhood |
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