Complicating Superdiversity Through Children and Youths’ Communicative Repertoires

• In Event: Roundtable Session 6

Session Type: Roundtable Session

Abstract

This session brings together a group of interdisciplinary scholars to examine the implications of superdiversity for research concerning the communicative repertoires of language-minoritized students in US schools. These papers theorize superdiversity and relate epistemological findings to childhood studies (Orellana, 2009), immigration studies (Suarez-Orozco, Suarez-Orozco, & Todorova, 2008), neoliberalism (Lipman, 2011), peer language socialization (Goodwin & Karatzis 2012), and language ideologies (Kroskrity, 2001) in order to elaborate, question, and challenge the applicability of super-diversity in a U.S. educational context. The basic thesis of the panel is that while superdiversity offers insights for developing innovative approaches to current work, the social context and communicative practices of language-minoritized students in US schools likewise offers insights in conceptualizing superdiversity.

Sub Unit

• SIG-Bilingual Education Research

Chair

• Marjorie Faulstich Orellana, University of California - Los Angeles

Papers

• Playing With Language, Languaging Play: Translanguaging Practices in a New Immigrant After-School Program - Marjorie Faulstich Orellana, University of California - Los Angeles

• Immigrant Youth in Superdiverse Schooling Contexts - Christine Brigid Malsbary, Vassar College

• More Than Meets the Eyes: Unpacking the Dynamic Bilingualism of a Segregated Charter School - Nelson Flores, University of Pennsylvania

• Transcultural Communicative Repertoires of Black and Latina/o Youth in Superdiverse Local Contexts - Danny C. Martinez, University of California - Davis