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Academia Cuauhtli : bilingual/bicultural teacher expertise in a cultural and linguistic revitalization project
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Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners
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Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap
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Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning
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Power and caring embodied through bilingual preservice teachers' choice of participant structures
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Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication
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“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
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Same-turn self-repair practices in peer-peer L2 conversational dyads
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Performing the advocate bilingual teacher : drama-based interventions for future story-making
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Blackness and bilingualism: language ideologies in the African American community
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Dual language bilingual education program implementation : teacher language ideologies and local language policy
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Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border
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I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom
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Latina teachers’ conversations on cultural identity, language ideologies and humanizing pedagogy
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Investment or hegemony : language equity in a two-way dual language classroom
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Abstract:
text ; This ethnographic case study is situated in a suburban elementary school’s third grade Two-Way 50:50 Dual Language immersion model in Central Texas. Interviews, surveys and observations were conducted to examine the students’ use of the two languages targeted in the Dual Language Immersion program, English and Spanish. Drawing on the notion of “investment” (Norton, 2000) and Bourdieu’s theory of “cultural and linguistic capital” (Bourdieu, 1986), this research studies the language use of six students representing the two language groups in the program. In the data analysis, the researcher finds that the notion of investment is consistent in all the participants, although the aspect that they choose to invest in varies and is represented in their culture, language and identity. ; Curriculum and Instruction
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Keyword:
Bilingualism; Capital; Dual language; Identity; Investment
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URL: http://hdl.handle.net/2152/22432
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Latino children of immigrants : identity formation at the intersection of residency status
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Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections
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Colorín colorado este cuento no se ha acabado : modernized folklore Latino style
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