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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 22 1 Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education ... Razfar, Aria; Rumenapp, Joseph C.; Zayoni Torres. - : SAGE Journals, 2020 BASE Show details 2 Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education ... Razfar, Aria; Rumenapp, Joseph C.; Zayoni Torres. - : SAGE Journals, 2020 BASE Show details 3 Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research Adams, Marcine M. - 2019 BASE Show details 4 The Linguistic Re-turn: The Moral and Practical Imperative of "Language" in Curriculum Studies ... Razfar, Aria. - : Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2016 BASE Show details 5 Alignment of Literacy Tasks in College and University Transitional Classes McClennen, Molly. - 2016 BASE Show details 6 “Is Something Wrong with Me?”: Understanding the Identities of English Learners in Higher Education Lee, John J.. - 2015 BASE Show details 7 Three Teachers’ Language, Gender, and Racial Ideologies in Practice in the English Learner Classroom Torres, Zayoni. - 2015 BASE Show details 8 Mathematics Socialization through Games: A Study of Bilingual Latinas/os in an After-School Context Radosavljevic, Alexander. - 2014 BASE Show details 9 Applying linguistics in the classroom : a sociocultural approach Razfar, Aria; Rumenapp, Joseph C.. - New York [u.a.] : Routledge, 2013 BLLDB UB Frankfurt Linguistik Show details 10 Teachers Theorizing English Learners' Math-Science Funds of Knowledge Through Community Activism Nasir, Ambareen. - 2013 BASE Show details 11 A Case Study of Two Teachers Attempting to Create Active Mathematics Discourse Communities with Latinos Willey, Craig J.. - 2013 BASE Show details 12 RE-positioning English Learners in Teacher Development: A Language Ideologies Approach to Urban Education Rumenapp, Joseph C.. - 2013 BASE Show details 13 Language ideologies in English learner classrooms: critical reflections and the role of explicit awareness Rumenapp, Joseph C.; Razfar, Aria In: Language awareness. - Abingdon : Routledge 21 (2012) 4, 347-368 BLLDB OLC Linguistik Show details 14 Vamos a Jugar Counters! Learning Mathematics Through Funds of Knowledge, Play, and the Third Space Razfar, Aria In: Bilingual research journal. - Washington, DC : NABE 35 (2012) 1, 53-75 OLC Linguistik Show details 15 Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning Yang, Eunah. - 2012 BASE Show details 16 Developing professional teacher researchers: Transforming language learning through discourse analysis Troiano, Beverly L.. - 2012 BASE Show details 17 Ideological challenges in classroom discourse: a sociocritical perspective of English learning in an urban school Razfar, Aria In: Critical inquiry in language studies. - Mahwah, NJ : Erlbaum 8 (2011) 4, 344-377 BLLDB OLC Linguistik Show details 18 Metacognitive Reading Strategies of Middle School Spanish-as-a-Foreign-Language Learners Wantroba-Ferrer, Michelle M.. - 2011 BASE Show details 19 Positioning and Latinas/os: A Study of Small-Group Interactions in Mathematics Lopez Leiva, Carlos A.. - 2011 Abstract: Current approaches in mathematics education emphasize collaborative learning and problem solving (Baumeister & De Walle, 2005; NCTM, 2000). Although social interactions are relevant to these processes, the quality of interactions may not always guarantee the equitable distribution of opportunities for learning among participants (Moll, 2001; Zevenbergen, 2001). Some approaches have suggested interactional structures to promote equalized participation. Nevertheless, this study further explores spontaneous processes of how social interactions mediate student positioning as they problem solved in small groups. This interest emerged through direct observations and reviews of theoretical stances developed by the author in relation to the phenomenon of positioning as it was empirically detected through the work of students and facilitators in a mathematics afterschool program (Khisty, 2004). Using sociocultural (Lave & Wenger, 1991; Martin, 2006; Vygotsky, 1978) and Positioning Theory perspectives (Harré & Van Langenhove, 1999), this qualitative, longitudinal, ethnographic, and multiple-case study with instrumental purposes (Stake, 1995) explores the social interactions of four Latina/o bilingual students who attended the program for over three years (3rd-6th grades). These four represent contrasting cases of positioning regarding social status, school grades, and language fluency (Spanish and English). The comparative analysis (Miles & Huberman, 1994) of videotaped interactions, facilitators’ field notes, and student-developed artifacts focused on face-to-face interactions, language usage, and positioning patterns over time. These analyses identified three factors mediating the co-construction of various positions: attention, alignment, and ability. Positioning was found to be flexible and recurrent, and linked to language codeswitching practices and power dynamics. Positioning afforded students differentiated quality of both opportunities to understand and use mathematical concepts during problem solving as well as the social support in the group. This demonstrates that all students can have access to productive positions during social interactions, but also that interaction trends may reify specific kinds of positions in a group for particular students. Thus habitual trends of interaction create separate pipelines of student performance by supporting those with already high levels of mathematical understanding and limiting those struggling with mathematical concepts or practices. Issues of language use in positioning and implications for teaching and research are elaborated on and discussed. Keyword: After-school program; Bilingual Education; Bilingual Students; Codeswitching; Latino students; Mathematics Education; Mathematics Problem Solving; Participation in mathematics; Positioning; Small-group work; Social Interactions URL: http://hdl.handle.net/10027/9081 BASE Hide details 20 Digital, Hybrid, & Multilingual Literacies in Early Childhood Razfar, Aria; Yang, Eunah In: Language arts. - Urbana, Ill. : Council 88 (2010) 2, 114-124 OLC Linguistik Show details Page: 1 2

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