Association of Mexican American Educators Journal最新文献_第2页

Testimonios of Latino Male Preservice Teachers as Models for Caring and Bilingualism 拉丁裔男性职前教师作为关怀和双语模范的证言

Association of Mexican American Educators Journal Pub Date : 2022-01-12 DOI: 10.24974/amae.16.1.455

G. Lara

{"title":"Testimonios of Latino Male Preservice Teachers as Models for Caring and Bilingualism","authors":"G. Lara","doi":"10.24974/amae.16.1.455","DOIUrl":"https://doi.org/10.24974/amae.16.1.455","url":null,"abstract":"\u0000 \u0000 \u0000This qualitative study of three Latino male preservice teachers in a bilingual education preparation program centers on the use of testimonio as a methodology to give voice to the complex experiences of young Latinos as they navigate their way through career choices and college. While work on male teachers has historically focused on white men and more recently black men, Latinos represent a very large ethnic population in the United States with varied histories, cultural practices, and linguistic practices. While caring has been conflated as a practice of female teachers, the young men in this study illustrate an ethic of care that is more complex than that of affect. Their care is directly tied to their willingness to pay forward their learning and experiences to other Latino children by way of teaching in bilingual programs. The findings of this research illustrate the complex terrain that these young men navigate as they decide on a career in a historically white and female profession. This study offers implications for in-service teachers and their role in cultivating the next generation of male teachers. For universities and colleges of education, this study offers insight into the institutional challenges and support systems these Latino men must circumnavigate. \u0000 \u0000 \u0000","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127957436","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

Bilingualism and Bilingual Education: Conceptos Fundamentales 双语与双语教育:基本概念

Association of Mexican American Educators Journal Pub Date : 2021-12-15 DOI: 10.24974/amae.15.3.451

Minea Armijo Romero

引用次数: 0

Centering Translanguaging in Teacher Education: Cultivando Nuevos Conocimientos de Translenguaje en la Educación de Docentes Bilingües 以教师教育中的翻译为中心:在双语教师教育中培养新的翻译知识

Association of Mexican American Educators Journal Pub Date : 2021-12-15 DOI: 10.24974/amae.15.3.450

Pablo Ramírez, Armando Garza Ayala

引用次数: 0

Translingual Practices for the Development of Latinx Teacher Candidates: A Pedagogy for the Border 拉丁教师候选人发展的翻译实践:一种面向边境的教育学

Association of Mexican American Educators Journal Pub Date : 2021-12-15 DOI: 10.24974/amae.15.3.446

Alcione N. Ostorga

引用次数: 0

Ruptures of Possibility: Mexican Origin Mothers as Critical Border Pedagogues 可能性的破裂:墨西哥裔母亲作为关键的边境教育者

Association of Mexican American Educators Journal Pub Date : 2021-12-15 DOI: 10.24974/amae.15.3.448

Idalia Nuñez, Suzanne García-Mateus

引用次数: 4

Where the Translingual Rubber Hits the Road: Ideological Frictions, Mixtificaciones y Potentialities in Bilingual Teacher Preparation Programs 双语师资培训项目的思想摩擦、矛盾与潜力

Association of Mexican American Educators Journal Pub Date : 2021-12-15 DOI: 10.24974/amae.15.3.445

E. Muñoz-Muñoz

{"title":"Where the Translingual Rubber Hits the Road: Ideological Frictions, Mixtificaciones y Potentialities in Bilingual Teacher Preparation Programs","authors":"E. Muñoz-Muñoz","doi":"10.24974/amae.15.3.445","DOIUrl":"https://doi.org/10.24974/amae.15.3.445","url":null,"abstract":"\u0000 \u0000 \u0000Translanguaging has become a particularly relevant (and controversial) concept for the field of bilingual education, with concrete implications for teacher preparation programs serving teacher candidates (TCs) who may identify as heritage speakers of Spanish. However, the regard and understanding of translanguaging, its pedagogical potential, and the positionality to implement it are not evenly distributed among stakeholders involved in the teacher preparation process. This article explores the relationship among California public teacher preparation programs, their bilingual teacher candidates, and the districts that host their field placements that ultimately hire them. Building on the metaphorical concepts of ideological and implementational spaces (Flores & Schissel, 2014), the space between and encompassing the overlap between credentialing programs and school districts is characterized as a friction space beset by tensions between monoglossic and heteroglossic stances and the pragmatism of “entering the workforce.” The dynamics of this space are illustrated in five retratos constructed on qualitative data obtained through semistructured interviews. Based on the author's localized experiences, the article concludes by proposing approaches to navigate the friction space, reinforce the bilingual candidates' counterideological stances, and advance a much-needed productive dialogue in the teacher preparation ecology. \u0000 \u0000 \u0000","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117029007","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

Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling 译语教学法作为真实Cariño的制定与减法学校教育的解毒剂

Association of Mexican American Educators Journal Pub Date : 2021-12-15 DOI: 10.24974/amae.15.3.444

Cori Salmerón, N. Batista-Morales, Á. Valenzuela

{"title":"Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling","authors":"Cori Salmerón, N. Batista-Morales, Á. Valenzuela","doi":"10.24974/amae.15.3.444","DOIUrl":"https://doi.org/10.24974/amae.15.3.444","url":null,"abstract":"\u0000 \u0000 \u0000This article explores translanguaging pedagogy through the lens of the politics of caring, subtractive schooling, and authentic cariño (composed of intellectual, familial, and critical cariño). We begin with a broad overview of translanguaging and situate it in the theoretical frameworks of the politics of caring, subtractive schooling, and authentic cariño. We ground our approach in the notion that educators must hold heteroglossic language ideologies. We draw upon examples from literacy instruction in bilingual and ESL fourth grade classrooms to argue that translanguaging pedagogy can be seen as an enactment of intellectual, familial, and critical cariño. We conclude with a call for teacher educators to consider enacting authentic cariño and translanguaging pedagogy in their university classrooms by making space for bi/multilingual pre-service teachers to use their full linguistic repertoires. In this way translanguaging pedagogy, politically aware authentic caring, and authentic cariño can be viewed as part of a broader program of preparing teachers to value authentic ways of bilingual languaging and biliteracy development. \u0000 \u0000 \u0000","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124682023","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: 3

From Imagined to In-Practice and Performed STEM Identities: Measuring the Impact of a Latina STEM Fellowship on the Educational Trajectories of Latina High School Students 从想象到实践和执行的STEM身份:衡量拉丁裔STEM奖学金对拉丁裔高中生教育轨迹的影响

Association of Mexican American Educators Journal Pub Date : 2021-12-07 DOI: 10.24974/amae.15.1.435

S. Przymus, David M. Sparks, Sofía García, A. Silveus, C. Cartmill

{"title":"From Imagined to In-Practice and Performed STEM Identities: Measuring the Impact of a Latina STEM Fellowship on the Educational Trajectories of Latina High School Students","authors":"S. Przymus, David M. Sparks, Sofía García, A. Silveus, C. Cartmill","doi":"10.24974/amae.15.1.435","DOIUrl":"https://doi.org/10.24974/amae.15.1.435","url":null,"abstract":"\u0000 \u0000 \u0000Science, technology, engineering, and mathematics (STEM) educational camps and fellowships that specifically target underrepresented populations in STEM fields, such as Latinas, have become more common place across the United States. In this article, we analyze multimodal ways of representing, opportunities, and role-models present at these camps, which together assemble an environment that uplifts participants with greater knowledge about possible STEM educational/career pathways and develops within participants an identity as future STEM professionals. We place identity and the power of imagination front and center in our study and through a multimodal systemic functional linguistics approach (Przymus et al., 2020), we analyze the experience of six Latina high school students and document all meaning-making textual interactions that moved these Latina STEM Fellowship (LSF) participants from imagined to in- practice and performed STEM identities. Results indicate that participants are deeply aware of the stereotype threat and identity contingencies that face Latinas in STEM careers, but that interacting with other high school Latina peers and with accomplished Latina scientists at the LSF worked to counteract these challenges and discourses of deficit. \u0000 \u0000 \u0000","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114872176","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

Codeswitching in the classroom: Critical perspectives on teaching, learning, policy, and ideology 课堂上的代码转换:关于教学、学习、政策和意识形态的批判性观点

Association of Mexican American Educators Journal Pub Date : 2021-12-07 DOI: 10.24974/amae.15.1.442

Terri De La Cruz

引用次数: 0

No tengo ni una sola memoria 我没有任何记忆

Association of Mexican American Educators Journal Pub Date : 2021-12-07 DOI: 10.24974/amae.15.1.440

René Saldaña

引用次数: 0