Exploring the Linguistic Practices of 1.5- and Second-Generation Muslim Youth in the United States

• In Event: AERA Graduate Student Research in Progress Roundtable Session One
  In Roundtable Session: Language Teaching and Learning for Indigenous, Immigrant, and Second-Generation Students (Table 9)

Abstract

Islamic education institutions have long been established in North America as spaces that serve ethnically, ideologically, and racially diverse Muslim communities and their families to transmit knowledge, culture, and identity (Memon, 2011). Exploring the linguistic and educational practices of marginalized and marked religious groups is an important addition to the growing scholarship and dialogue surrounding multilingualism and language education in immigrant communities (Garcia, Zakharia, & Octu, 2012). Although there has been considerable research focusing on Arabic in Islamic schools in communities that are predominantly ethnically Arab (Zakharia & Bishop, 2012), not enough attention has been given to how linguistic practices take shape for students in Islamic education and their role in Islamic identity production within the frame of Muslims as a linguistically diverse community, making this a case worthy of exploration.

Author

• Ashraf Laith Mohammad, University of Minnesota
  Presenting Author