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Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination
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In: Social Inclusion ; 9 ; 3 ; 81-93 ; Inclusive Universities in a Globalized World (2022)
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| 22 |
"Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung (MIKS)": Einblicke in Erfahrungen mit dem Einbezug von migrationsbedingter Mehrsprachigkeit in Grundschulen
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 103-108 (2022)
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| 23 |
Multilingual Education in the Republic of Kazakhstan: Problems and Prospects
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In: Social Inclusion ; 9 ; 1 ; 56-62 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 24 |
Altersmischung als Herausforderung - Zusammenhänge von Krippenqualität und der Altersspanne der Gruppe
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 53-69 (2022)
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| 25 |
Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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| 26 |
Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups
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| 27 |
University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study
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In: Social Inclusion ; 9 ; 3 ; 130-141 ; Inclusive Universities in a Globalized World (2022)
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| 28 |
Polymedia Based Instruction in Purposive Communication
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In: Puissant ; 1 ; 98-112 (2022)
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| 29 |
Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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| 30 |
“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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Abstract:
This dissertation documented and explored the ways in which marginalized families participating in a Two-Way-Immersion (TWI) program enacted their language and literacy practices in home and community contexts. In this study I problematize how schooling, even via “additive” programs such as TWI, are no exception to the demand and deficit views placed on marginalized families (Avineri, Johnson, Brice-Heath, McCarty, Ochs, Kremer-Sadlik, Blum, Zentella, Rosa, Flores, & Alim, 2015; Flores & García, 2017; Chaparro, 2019). I used three main frameworks to reveal how schooling practices are dominant in home and community contexts yet do not prevent families’ unique practices from manifesting. By investigating the phenomenon from three frameworks: family literacy (Taylor, 1983; Compton-Lilly, 2003; Zentella, 2005), pedagogies of the home (Bernal, 2002; Moll, 1992; Yosso, 2005; Smith & Murillo, 2013), and Critical Race Theory (CRT) (Ladson-Billings, 2000; Anzaldúa, 2012; Flores & Rosa, 2015). More specifically, these frameworks were used to explore how families engaged in language and literacy events in order to highlight knowledges that go unrecognized in schooling. This ethnographic case study took place in the homes and communities of three families who lived in a mid-sized, Midwestern community, near a large public university. Data was collected over two years and included a variety of data sources: audio and video recordings, semi-formal interviews, field notes, and artifacts. Data was analyzed using open coding with a critical lens. Findings showed that reflections of working-class families from various backgrounds demonstrated the dominance of schooling practices over home literacy practices, separation of languages, and raciolinguistic socialization via “languagelessness” (Chaparro, 2019; Rosa, 2019). Findings also demonstrated that families’ language and literacy practices included a range of cultural values, feelings, attitudes, and relationships that shaped and gave meaning to literacy activities in ways that were organically sustained and surpassed schooling practices (Barton & Hamilton, 2012). Data also showed how children are not only shaped by practices but are also shaping language and literacy practices and choices made in their environments among children and adults, demonstrating their roles as pedagogues, despite being monitored by formal schooling practices. Implications for bilingual education and teacher preparation programs are shared to problematize existing ideologies of culturally and linguistically diverse students in order to propose new directions for school practices and policymaking. This is done in an effort to bridge pedagogy and critical consciousness to include larger political and economic factors that lie at the root of the marginalization of language and literacy practices of racialized students and families (Flores, 2019). ; Limited ; Author requested closed access (OA after 2yrs) in Vireo ETD system
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Keyword:
bilingual education; Critical Race Theory (CRT); dual language programs; Family literacy; Pedagogies of the Home; Raciolinguistics; Two-Way-Immersion (TWI)
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URL: http://hdl.handle.net/2142/108314
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| 31 |
El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
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In: Global Tides (2022)
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| 32 |
Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
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| 33 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 34 |
Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 237-257 (2022)
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| 36 |
Kathryn I. Henderson and Deborah K. Palmer: Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-Scale Implementation : Multilingual Matters Blue Ridge Summit, PA, 2020, ix + 150 pp, Hb £89.95 ISBN 978–1-7889–2809-0 [<Journal>]
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DNB Subject Category Language
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