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Handbook of Research on Advancing Language Equity Practices With Immigrant Communities最新文献

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Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach 用批判性整合的方法重新审视边疆儿童的多语言叙事
Handbook of Research on Advancing Language Equity Practices With Immigrant Communities Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3448-9.ch002
Kevan A. Kiser-Chuc
{"title":"Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach","authors":"Kevan A. Kiser-Chuc","doi":"10.4018/978-1-7998-3448-9.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-3448-9.ch002","url":null,"abstract":"By joining together different methods and curriculum delivery in an elementary school setting, the author defined a unique critical integration approach to address questions of inclusive multilingual literacy practices. The author encouraged students to build upon their prior knowledge, ways in which to show that knowledge, and specifically, their linguistic cultural wealth, which generated a respect for the linguistic diversity of all students. The author created a collaborative pedagogical space in which the students constructed an innovative curriculum by co-mingling student experiences, their cultural and linguistic resources, and their interpretive frameworks. The teacher-research project involved a Funds of Knowledge orientation, the use of a variety of pedagogical tools influenced by the theory of Multiple Intelligences, gifted strategies, community cultural wealth, emancipatory education, critical and culturally responsive pedagogy, and visual arts aesthetics.","PeriodicalId":121510,"journal":{"name":"Handbook of Research on Advancing Language Equity Practices With Immigrant Communities","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133775437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Interpreting Solidarity 解释团结
Handbook of Research on Advancing Language Equity Practices With Immigrant Communities Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3448-9.ch018
Mónica Rodríguez-Castro, Spencer Salas, Jatnna Acosta
{"title":"Interpreting Solidarity","authors":"Mónica Rodríguez-Castro, Spencer Salas, Jatnna Acosta","doi":"10.4018/978-1-7998-3448-9.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-3448-9.ch018","url":null,"abstract":"In metro Charlotte, North Carolina, dynamic newcomer Latinx communities have changed the demographics of K-8 education as the region has emerged as a new gateway for an influx of immigrants and migrants. Today, in what has come to be known as “the New Latino South,” K-12 teachers are eager to expand their knowledge base for working with this relatively new population. To that end, bilingual (Spanish/English) educators are increasingly tapped to serve as impromptu interpreters as monolingual administrators and teachers interact more frequently with Spanish dominant communities. Drawing from an in-depth interview sequence, the chapter narrates a Dominican-American's lived experience with simultaneous K-12-based interpreting as a K-12 student teacher, and a licensed early-grades educator. This chapter theorizes the layered emotional and professional advocacy of heritage-language bilingual school-based professionals and their agency in advancing access and equity to public resources with recommendations for policy and practice.","PeriodicalId":121510,"journal":{"name":"Handbook of Research on Advancing Language Equity Practices With Immigrant Communities","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133797686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Pre-Program Education Students' and Teacher Educators' Understandings of Teaching and Learning Within a Bilingual Community 学前教育:双语社区中学生和教师教育工作者对教与学的理解
Handbook of Research on Advancing Language Equity Practices With Immigrant Communities Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3448-9.ch017
A. Jackson, Cristina R. Washell
{"title":"Pre-Program Education Students' and Teacher Educators' Understandings of Teaching and Learning Within a Bilingual Community","authors":"A. Jackson, Cristina R. Washell","doi":"10.4018/978-1-7998-3448-9.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-3448-9.ch017","url":null,"abstract":"This qualitative case study explores ways in which three teacher educators and three pre-program education students' understanding developed while working with students in an after-school literacy program within an immigrant community. The theoretical lenses guiding the study were funds of knowledge, translanguaging, and cultural responsive teaching. The results of the study show that teacher educators' understanding of pedagogy was shaped as they theorized about their own teacher preparation. The pre-program students were able to gain invaluable strategies for working with the children within their own community. Their learning included not only understandings about pedagogy, but also about the experiential realities of students' lives, outside of their cultures.","PeriodicalId":121510,"journal":{"name":"Handbook of Research on Advancing Language Equity Practices With Immigrant Communities","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128260624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Chinese Students' Learning Strategies in Learning Spanish as a Second Language 中国学生学习西班牙语的学习策略
Handbook of Research on Advancing Language Equity Practices With Immigrant Communities Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3448-9.ch007
M. Azpiroz
{"title":"Chinese Students' Learning Strategies in Learning Spanish as a Second Language","authors":"M. Azpiroz","doi":"10.4018/978-1-7998-3448-9.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-3448-9.ch007","url":null,"abstract":"Since the beginning of the 21st century, international education has grown at an extraordinary rate, and even countries like Uruguay, which has not been a recipient country of a significant flow of international students, has experienced an important increase of students from other countries and cultures. L2 Spanish learners from several Chinese universities travel to a Spanish-speaking country in the third year of their major to attend Spanish and culture lessons during two academic semesters. The aim of increasing the knowledge of Chinese approaches to learning is part of the interest of researchers and teachers in expanding their understanding of individual differences in learning. This chapter summarizes the research carried out at Universidad ORT Uruguay that focuses on identifying and understanding L2 (Spanish) strategies to learning.","PeriodicalId":121510,"journal":{"name":"Handbook of Research on Advancing Language Equity Practices With Immigrant Communities","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127723562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
There Are No Spanish-Speaking Therapists Here 这里没有说西班牙语的治疗师
Handbook of Research on Advancing Language Equity Practices With Immigrant Communities Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3448-9.ch010
E. Delgado-Romero, G. Mahoney, Nancy J. Muro-Rodriguez, Jhokania De Los Santos, Javier L. Romero-Heesacker
{"title":"There Are No Spanish-Speaking Therapists Here","authors":"E. Delgado-Romero, G. Mahoney, Nancy J. Muro-Rodriguez, Jhokania De Los Santos, Javier L. Romero-Heesacker","doi":"10.4018/978-1-7998-3448-9.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-3448-9.ch010","url":null,"abstract":"This chapter involves the issues in the creation of a bilingual and culturally competent psychological clinic in a university town in a southern state in the United States known as one of the most Latinx immigrant hostile states in the country. Prior to the creation of the clinic, there were virtually no options for Spanish speakers for culturally or linguistically competent psychological services, and the population of bilingual/bicultural graduate students in psychology and the college of education was very low. This chapter is written from the perspective of the faculty founder of the clinic and the women who have served as clinic coordinators and sacrificed much time and energy in addition to their significant program requirements so that the local Latinx immigration could have linguistically and culturally competent psychological services. Thus, this chapter will blend the available research literature with the experiences of creating and running a clinic that supports many Latinx immigrant students and their families.","PeriodicalId":121510,"journal":{"name":"Handbook of Research on Advancing Language Equity Practices With Immigrant Communities","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116772432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Straddling Two Worlds 跨越两个世界
Handbook of Research on Advancing Language Equity Practices With Immigrant Communities Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3448-9.ch009
L. Kajee
{"title":"Straddling Two Worlds","authors":"L. Kajee","doi":"10.4018/978-1-7998-3448-9.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-3448-9.ch009","url":null,"abstract":"Education is a challenge confronting immigrants in a country where they are perceived as cultural and linguistic outsiders. School becomes, for immigrant youth, the next most important societal institution to family, given that it is a powerful indicator of the child's ongoing and future well-being. School also serves as a primary form of contact with mainstream society. However, schools of the majority culture become potential sites of dissent. This chapter derives from a larger project on “Immigrant Literacy Practices in and Out of School in South Africa.” The aim of this chapter is to explore, through their narratives, how adolescent immigrant youth interpret their subjective identities and position themselves in relation to the host country, South Africa.","PeriodicalId":121510,"journal":{"name":"Handbook of Research on Advancing Language Equity Practices With Immigrant Communities","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125712851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Multilingual Youth Perspectives on Humanizing Core Practices 多语种青年对核心实践人性化的看法
Handbook of Research on Advancing Language Equity Practices With Immigrant Communities Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3448-9.ch006
Daisy E. Fredricks, M. Peercy
{"title":"Multilingual Youth Perspectives on Humanizing Core Practices","authors":"Daisy E. Fredricks, M. Peercy","doi":"10.4018/978-1-7998-3448-9.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-3448-9.ch006","url":null,"abstract":"In this chapter, the authors draw upon the teaching practices multilingual youth identified as important to their learning in the classroom, to add to the field's understanding of core practices for teaching multilingual learners. This qualitative study highlights various strategies that secondary immigrant multilingual youth recommend teachers use when supporting learning in the classroom, some that bolster the existing research base on learning English as an additional language, and others that were relatively new contributions based on youth perspectives. A close examination of the multilingual youth perspectives and experiences has implications for creating and sustaining humanizing and equitable pedagogical practices in the classroom.","PeriodicalId":121510,"journal":{"name":"Handbook of Research on Advancing Language Equity Practices With Immigrant Communities","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126357464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
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