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For Critical Language Awareness and Against the “Exclusive-use-of-the-target-language” Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln
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Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln ...
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Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
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In: Doctoral Dissertations (2021)
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Teaching languages in multicultural surroundings: New tendencies
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In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 546-568 (2021) (2021)
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Η συμβολή της εφαρμοσμένης γλωσσολογίας στην ανάπτυξη της κριτικής σκέψης ...
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Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 84-94 (2020) (2020)
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Critical ‘intercultural awareness’ enhancement: Effects of using asynchronous online discussion with Thai tertiary students
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 118-131 (2020) (2020)
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Ofelia García: A Visionary Thinker
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In: Journal of Multilingual Education Research (2019)
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Enhancing Critical Awareness through Socratic Pedagogy
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 515-536 (2019) (2019)
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| 12 |
Learners' awareness and attitude towards ELF. A pilot study in an Italian University context
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In: Lingue e Linguaggi; Volume 26 (2018); 157-172 (2018)
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| 13 |
Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445 (2017)
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Investigating Transformative Practices In The Bangladeshi Classroom ...
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| 15 |
Investigating Transformative Practices In The Bangladeshi Classroom ...
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| 16 |
Critical Language Awareness
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In: Education Publications (2017)
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Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology
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In: Doctoral Dissertations (2017)
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| 18 |
Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California
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Colombi, MC. - : eScholarship, University of California, 2015
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Abstract:
This paper examines the multilingual landscape of California and emphasizes the potential of systemic functional linguistics (SFL) in a university curriculum as a way of promoting students' language awareness and cultural literacy. Heritage speakers of Spanish in the U.S. constitute an important student population with unique linguistic and educational needs and challenges, in learning both English and Spanish (Carreira, 2007; Valdés, 2005). Spanish heritage speakers provide an example of a heterogeneous group of learners, both linguistically and culturally. Several studies on bilingualism (García, 2009; Grosjean, 2010; Hornberger, 2003) underline the importance of schooling to develop advanced bi-literacy in the heritage language. Heritage speakers' use of Spanish usually revolves around the home or community domains. As a result of having developed their linguistic registers in informal contexts they have not used Spanish in situations where this particular type of language is utilized to construct knowledge or negotiate membership in an academic or professional community. In light of this fact, they are subsequently less prepared to meet the linguistic and literacy demands of these settings. In order to become legitimate participants then, they not only need to expand their control over a range of oral and written academic registers but, just as importantly, need to negotiate, construct, and index new identities as members of the academic community (Achugar & Colombi, 2008).This study describes pedagogical practices in a university curriculum for Spanish heritage speakers that stress the relationship between the bilingual continuum and its connection with the social and situational context. These practices emphasize the meaning-making of language in the construal of discourse. They argue for explicit instruction of dialect, genre and register theory as a way of promoting students' language awareness and academic literacy. Furthermore, a functional approach of language highlights the dialectical relationship between language and culture. The use of pedagogical practices that focus on auto-cultural, and inter-cultural language awareness can facilitate not only the development of bi-literacy but also the acceptance of cultural diversity in the Spanish speaking world and of Latin@s in the United States.
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Keyword:
Basic Behavioral and Social Science; Behavioral and Social Science; Clinical Research; Cognitive Sciences; Critical language awareness; Educational linguistics; Languages & Linguistics; Linguistics; Spanish as a heritage language; Specialist Studies In Education; Systemic functional linguistics
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URL: https://escholarship.org/uc/item/1rd2r67c
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| 19 |
Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California
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In: Colombi, MC. (2015). Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California. Linguistics and Education, 32, 5 - 15. doi:10.1016/j.linged.2015.05.006. UC Davis: Retrieved from: http://www.escholarship.org/uc/item/1rd2r67c (2015)
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| 20 |
Teachers and students developing critical language awareness through an exploration of everyday language practices
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