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This paper examines the sociocultural and linguistic development of "Chicano English," a non-standard form of English spoken within Mexican-American communities in Los Angeles, and its impact on academic success. We examined six elementary (K-5) classrooms and three high school classrooms in southern California. In each classroom the teacher identified one or more students who spoke what s/he identified as Chicano English. In all 13 students in grades 3, 4 and 5 and 10 high school students were chosen for study. Elementary students were observed as they interacted within the classroom, on the playground and at lunch in order to delineate characteristics of their Chicano English. Six students (those in grades 3, 4 and 5) participated in a focus group interview. High school students were also observed in the classroom, cafeteria and on the school ground and participated in a focus group. Demographic data, including language survey reports, test score and report card data were also collected. Each of the teachers was also interviewed regarding student discourse in and out of the classroom. Findings indicate that Chicano English is a dynamic language variety with differences depending on age, language proficiency and context for use. While it is inherently different from codeswitching in that most of the subjects were not proficient in Spanish and therefore did not go alternate between the two languages, there was evidence of language borrowing and language "invention" or mixing Spanish and English. Factors that appear to influence the use of Chicano English include language spoken at home, peer factors, and contextual factors. High school students often chose to use Chicano English as a political statement during school activities. Both elementary and high school students used Chicano English to identify with their peers and to communicate with others in and out of the classroom.

Stream: Equity, Social Justice and Social Change

Paper: A paper has not yet been submitted.

Sharon H. Ulanoff is an Associate Professor of Elementary Reading and Bilingual Education at California State University, Los Angeles, where she coordinates the Graduate Programs in Reading. She is currently engaged in a multi-year ethnographic study of effective second language literacy practices in an urban K-1-2 multiage classroom in Los Angeles. She is a frequent presenter at national and international conferences.

Dr Vega-Castaneda has conducted research in language and literacy in mainstream and multilingual contexts, community based education, and second language acquisition for English Only and English Language learners. Current scholarship includes the development of English language and literacy as a simultaneous process for English Learners; the nature of Chicano English by native English speakers. Previous scholarship includes the use of narratives in teacher education with ethnic minority and mainstream pre-service and in-service teachers. Issues of equity and difference are central to her research agenda.