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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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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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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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| 17 |
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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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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| 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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Abstract:
In this design-based dissertation study, I drew on critical curriculum theory (Freire, 2007; Freire & Macedo, 2011; Giroux, 1985) and a theory of culturally sustaining pedagogy (Ladson-Billings, 2014; Paris, 2012; Paris & Alim, 2014) to explore what critical language study looked like in practice as well as how teachers and students responded to this instructional approach. Making use of qualitative research methods (Patton, 2002) and an embedded multiple-case design (Yin, 2014), I engaged in iterative analysis (Reinking & Bradley, 2008), making modifications as the participants worked toward the goal of further developing their critical language awareness. These included pedagogical modifications such as 1) strategies for engaging in “collaborative knowledge building,” (Wells, 2001) 2) strategies for developing disciplinary understandings, 3) strategies for maintaining inquiry as stance, as well as a methodological modification, 4) strategies for supporting the teacher/researcher collaboration.In addition, I engaged in retrospective analysis (Gravemeijer & Cobb, 2006), exploring data collected across the entire investigation in an effort to revisit and revitalize pedagogical theory. Results showed that many of the participants developed new understandings about language, began to recognize the expansiveness of their linguistic toolkits, came to legitimize variation and language shift as well as try on critical identities. The following four assertions emerged from retrospective analysis: 1) The participating teachers and students struggled to maintain inquiry as stance while working toward the goal of further developing their own critical language awareness. 2) There were opportunities for a greater transformation when the participating teachers and students interacted with supportive, reflective collaborators. 3) There were opportunities for greater transformation when the participating teachers and students named their own language practices. 4) The teachers’ and students’ participation in the professional learning community as well as in the units of study seemed to incite emerging critical identities. This study contributes to the literature on what critical language study looks like in practice in secondary language arts classrooms as well as in teacher education. In addition, it serves as an example of the potential of design-based research to support teachers in putting critical curriculum theory and a theory of culturally sustaining pedagogy into practice. ; Curriculum and Instruction
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Keyword:
Critical curriculum theory; Critical language awareness; Critical language study; Culturally sustaining pedagogy; Secondary language arts curriculum; Transforming teaching and learning
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URL: http://hdl.handle.net/2152/33358
https://doi.org/10.15781/T2BQ25
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