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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 Hits 1 – 6 of 6 1 “Now it’s all upper-class parents who are checking out schools”: gentrification as coloniality in the enactment of two-way bilingual education policies [<Journal>] Dorner, Lisa M. [Verfasser]; Cervantes-Soon, Claudia G. [Verfasser]; Heiman, Daniel [Verfasser]. DNB Subject Category Language Show details 2 The storied lives of fronteriza bilingual maestras : constructing language and literacy ideologies in nepantla Degollado, Enrique David. - 2019 BASE Show details 3 Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance Nuñez, Idalia, Ph. D.. - 2018 BASE Show details 4 Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic Heiman, Daniel Bruce. - 2017 BASE Show details 5 “She was born speaking English and Spanish!” co-constructing identities and exploring children’s bilingual language practices in a two-way immersion program in central Texas Mateus, Suzanne García. - 2016 Abstract: This ethnographic and longitudinal study examined how the language practices of emergent bilingual students in a two-way immersion classroom, dual language (TWDL) program contributed to the co-construction of their and each others’ identities. I drew from theoretical frameworks related to the concept of identity specifically: sociocultural linguistics, figured worlds, and positioning theory. Key findings suggest that the strategies teachers used to promote language learning played a role in the ways students were positioned. Additionally, a critical curriculum opened up spaces in the classroom where children could draw from their linguistic repertoire despite the strict separation of the language of instruction in TWDL programs. Finally, when teachers modeled flexible bilingualism they promoted the use of both Spanish and English, at times simultaneously, and the academic content became the focus. As a result, students engaged in deeper conversations about social inequities experienced by minoritized language communities. The findings have implications for our 1st and 2nd generation Latino immigrant students learning alongside language-majority students, particularly in the areas of teacher education, research, and language policy in TWDL programs. ; Curriculum and Instruction Keyword: Bilingual education; Dual language immersion; Heritage speakers of Spanish URL: http://hdl.handle.net/2152/39754 https://doi.org/10.15781/T27M0412H BASE Hide details 6 A Critical Look at Dual Language Immersion in the New Latin Diaspora Cervantes-Soon, Claudia G. In: Bilingual research journal. - Washington, DC : NABE 37 (2014) 1, 64-82 OLC Linguistik Show details

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