While narrative focuses on particular protagonists and events, narrative also situates tellers and their audiences within a web of historical and cultural expectations, ideologies, and meanings, more broadly. As such, narrative creates shared understandings and community among those participating in narrative activity. Moreover, the narrative process extends beyond the boundaries of the here and now to embrace people and places in a cultural past. This article examines the religious narrative accounts of the apparition of Nuestra Señora de Guadalupe told in children’s religious education classes called doctrina at a Catholic parish in Los Angeles. The children that attend these classes are of Mexican descent and their lessons are taught in Spanish. The article analyzes the linguistic and interactional means through which narrative renditions of the story of Nuestra Señora de Guadalupe construct Mexican identity. The narrative renditions tell the story of the apparition of the Virgin Mary in Tepeyac, near Mexico City, in the year 1531, thirteen years after the fall of the Aztec empire to the Spanish conquest. These diasporic narrative accounts transcend time and space, as they continue to be told by Mexican Catholics at places beyond the geopolitical borders of Mexico. Moreover, these narrative tellings are instrumental for positioning teachers and students in a postcolonial moment that revisits the hierarchies of Mexico’s colonial regime vis-à-vis their current experiences as immigrants in Los Angeles.
2023. Narrating Transborder Communities. In A New Companion to Linguistic Anthropology, ► pp. 66 ff.
de León, Lourdes & Inmaculada M. García-Sánchez
2021. Language Socialization at the Intersection of the Local and the Global: The Contested Trajectories of Input and Communicative Competence. Annual Review of Linguistics 7:1 ► pp. 421 ff.
Avineri, Netta
2020. Child Language. In The International Encyclopedia of Linguistic Anthropology, ► pp. 1 ff.
Burdelski, Matthew J. & Kathryn M. Howard
2020. Introduction. In Language Socialization in Classrooms, ► pp. 1 ff.
Anna De Fina & Alexandra Georgakopoulou
2020. The Cambridge Handbook of Discourse Studies,
García-Sánchez, Inmaculada M.
2020. Interactional Contingencies and Contradictions in the Socialization of Tolerance in a Spanish Multicultural School. In Language Socialization in Classrooms, ► pp. 29 ff.
García-Sánchez, Inmaculada M.
2022. Serious games. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)► pp. 523 ff.
García-Sánchez, Inmaculada M.
2023. Linguistic ethnography and immigrant youth’s social lives in the liminal interludes of schooling. International Journal of the Sociology of Language 2023:279 ► pp. 71 ff.
Klein, Wendy
2020. Shaping Sikh Youth Subjectivities in a USGurdwara. In Language Socialization in Classrooms, ► pp. 49 ff.
Lytra, Vally
2020. Discourse and Religion in Educational Practice. In The Cambridge Handbook of Discourse Studies, ► pp. 571 ff.
Lytra, Vally
2021. Ethnography. In Analysing Religious Discourse, ► pp. 32 ff.
Lytra, Vally & Arani Ilankuberan
2020. Syncretising ways of doing, seeing and becoming in children's faith-inspired text-making and conversations around texts at home. Language and Intercultural Communication 20:5 ► pp. 433 ff.
2019. Using Informal Bilingual Resources, “Jumping” and “Giving Double”: Interactional Histories Across School and Religious Communities. In Longitudinal Interactional Histories, ► pp. 229 ff.
Rackley, Eric
2017. Scripture Reading Practices of Methodist Youth. Religious Education 112:2 ► pp. 136 ff.
2016. Religious Youths’ Motivations for Reading Complex, Religious Texts. Teachers College Record: The Voice of Scholarship in Education 118:11 ► pp. 1 ff.
Rackley, Eric D.
2020. Reading Sacred Texts: A Qualitative Study of Religious Educators’ Literacy Processes. Journal of Research on Christian Education 29:3 ► pp. 236 ff.
Corwin, Anna I.
2014. Lord, hear our prayer: Prayer, Social Support, and Well‐Being in aCatholic Convent. Journal of Linguistic Anthropology 24:2 ► pp. 174 ff.
Loeb, Laura
2014. Call and response: An anatomy of religious practice. Discourse Studies 16:4 ► pp. 514 ff.
Avni, Sharon
2012. Hebrew-only language policy in religious education. Language Policy 11:2 ► pp. 169 ff.
Avni, Sharon
2012. Translation as a site of language policy negotiation in Jewish day school education. Current Issues in Language Planning 13:2 ► pp. 77 ff.
Burdelski, Matthew & Haruko Minegishi Cook
2012. Formulaic Language in Language Socialization. Annual Review of Applied Linguistics 32 ► pp. 173 ff.
Baquedano‐López, Patricia & Sera Jean Hernandez
2011. Language Socialization across Educational Settings. In A Companion to the Anthropology of Education, ► pp. 197 ff.
2011. Language Socialization and Immigration. In The Handbook of Language Socialization, ► pp. 536 ff.
Fader, Ayala
2011. Language Socialization and Morality. In The Handbook of Language Socialization, ► pp. 322 ff.
GRISWOLD, OLGA V.
2010. Narrating America: Socializing Adult ESL Learners Into Idealized Views of the United States During Citizenship Preparation Classes. TESOL Quarterly 44:3 ► pp. 488 ff.
Yang, K. Wayne
2010. Rites to Reform: The Cultural Production of the Reformer in Urban Schools. Anthropology & Education Quarterly 41:2 ► pp. 144 ff.
Guardado, Martin
2009. Speaking Spanish Like a Boy Scout: Language Socialization, Resistance, and Reproduction in a Heritage Language Scout Troop. The Canadian Modern Language Review 66:1 ► pp. 101 ff.
Guardado, Martin
2013. The Metapragmatic Regimentation of Heritage Language Use in Hispanic Canadian Caregiver–Child Interactions. International Multilingual Research Journal 7:3 ► pp. 230 ff.
Baquedano-López, Patricia
2008. The pragmatics of reading prayers: Learning the Act of Contrition in Spanish-based religious education classes (doctrina). Text & Talk - An Interdisciplinary Journal of Language, Discourse Communication Studies 28:5 ► pp. 581 ff.
Baquedano‐López, Patricia
2004. Traversing the Center: The Politics of Language Use in a Catholic Religious Education Program for Immigrant Mexican Children. Anthropology & Education Quarterly 35:2 ► pp. 212 ff.
Baquedano‐López, Patricia
2005. Literacy Practices across Learning Contexts. In A Companion to Linguistic Anthropology, ► pp. 245 ff.
Baquedano‐López, Patricia & Shlomy Kattan
2008. Language Socialization in Schools. In Encyclopedia of Language and Education, ► pp. 2729 ff.
Hurd, Clayton A.
2008. Cinco de Mayo, Normative Whiteness, and the Marginalization of Mexican‐Descent Students. Anthropology & Education Quarterly 39:3 ► pp. 293 ff.
Schieffelin, Bambi B.
2007. Langue et lieu dans l’univers de l’enfance1. Anthropologie et Sociétés 31:1 ► pp. 15 ff.
Sánchez, Inmaculada García & Marjorie Faulstich Orellana
2006. The construction of moral and social identity in immigrant children's narratives-in-translation. Linguistics and Education 17:3 ► pp. 209 ff.
POVEDA, DAVID, ANA CANO & MANUEL PALOMARES-VALERA
2005. Religious genres, entextualization and literacy in Gitano children. Language in Society 34:01
Baquedano-López, A. Patricia
2002. Language Socialization in Children’s Religious Education. In Ecology of Language Acquisition [Educational Linguistics, 1], ► pp. 107 ff.
[no author supplied]
2005. General Bibliography. In A Companion to Linguistic Anthropology, ► pp. 518 ff.
[no author supplied]
2020. Socializing Values, Dispositions, and Stances. In Language Socialization in Classrooms, ► pp. 27 ff.
This list is based on CrossRef data as of 8 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.