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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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CLIL e recursos hipersensoriais personalizados: simbiose perfeita de ensino e aprendizagem de Inglês no 1.º Ciclo do Ensino Básico
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Factors Associated with Motivation for General Medicine among Rural Medical Students: A Cross-Sectional Study
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5102 (2022)
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Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll
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In: Education and Policy Briefs (2022)
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| 5 |
Reimagining Family Engagement: A Drive-Thru Bilingual Family Literacy & Math Program
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In: National Youth Advocacy and Resilience Conference (2022)
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| 6 |
Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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“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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| 8 |
Helping young people when the family is absent: the case of unaccompanied minors ; Aider les jeunes lorsque la famille est absente :le cas des mineurs non accompagnés
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In: ISSN: 2609-5211 ; La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211) ; https://halshs.archives-ouvertes.fr/halshs-03165882 ; La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211), INSHEA, 2021, 1 (89-90) (2021)
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| 9 |
International Bilingual Journal of Culture, Anthropology and Linguistics ...
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Bilingual Education: Improvement in Literacy Skills of Non-U.S. Born Students by Providing ESOL Support and Parent Workshops ...
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| 11 |
Understanding Chinese Language and Literacy Maintenance in Mixed-heritage Families: A Two-case Study of Family Language Policy in Alberta ...
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Guo, Jie. - : Werklund School of Education, 2021
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| 12 |
Supporting parents as their child’s first teacher: Aboriginal parents’ perceptions of kindilink
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In: Research outputs 2014 to 2021 (2021)
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| 13 |
Não abra este relatório!: a influência das histórias na aprendizagem das crianças
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| 14 |
Latino Family Engagement in a Network of Catholic Bilingual Schools
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In: Journal of Catholic Education (2021)
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| 15 |
"We, As Parents, Do Have a Voice": Learning From Community-Based Programs Effectively Engaging Parents in Urban Communities
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In: GSE Faculty Publications (2021)
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Primäre Herkunftseffekte unter besonderer Berücksichtigung der Mehrsprachigkeit und Input als wesentliche Faktoren der kindlichen Sprachentwicklung
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 525-530 (2021)
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| 17 |
"Doch nicht auf Russisch!" - Perspektiven von Kindern auf Sprachbildungsprozesse im Rahmen familialer Vorlesesituationen mit mehrsprachigen Bilderbüchern
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 420-434 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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| 18 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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Factors influencing adult learners’ satisfaction and retention
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| 20 |
Factors influencing adult learners’ satisfaction and retention
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