Open Access. Powered by Scholars. Published by Universities.®
Other Languages, Societies, and Cultures
Bilingual and Literacy Studies Faculty Publications and Presentations
- Keyword
-
- (de)legitimization (1)
- (neo)colonialism (1)
- Black lives matter (1)
- Bordered identity (1)
- Collective autoethnography (1)
-
- Critical literacy (1)
- Culture (1)
- Dialogue of the threshold (1)
- Freedom Schools (1)
- Hispanic Serving Institution (HSI) (1)
- Identity (1)
- Integrated curriculum (1)
- Intersectionality (1)
- Language (1)
- Language policies (1)
- Language teaching (1)
- Learning and memory (1)
- Mexican American (1)
- Multigenre (1)
- Multimodality (1)
- Nativism (1)
- Neoliberalism (1)
- Neuroscience of learning (1)
- Poetic inquiry (1)
- Scaffolding (1)
- Social action (1)
- Translanguaging (1)
- Transnationalism (1)
- Vulnerability (1)
Articles 1 - 8 of 8
Full-Text Articles in Modern Languages
Opening Up Research On The Teaching Of Reading By Looking Beyond Us Borders: What We Might Learn From Early Literacy Instruction In China, Danling Fu, Xiaodi Zhou
Opening Up Research On The Teaching Of Reading By Looking Beyond Us Borders: What We Might Learn From Early Literacy Instruction In China, Danling Fu, Xiaodi Zhou
Bilingual and Literacy Studies Faculty Publications and Presentations
This article discusses early literacy instruction in China, including the impact of biliteracy education on Chinese society. This presentation is based on interviews with over two dozen scholars of Chinese literacy instruction, as well as primary early grades language arts classroom teachers from four different regions across China. The purpose of this examination of literacy education in China is to open our views of literacy instruction beyond US borders, especially in those countries with different language/literacy systems. Because of the rapid increase of emergent bilingual students in our schools, we need to gain a better understanding of literacy and biliteracy …
Language And The Mind: How Language Shapes Our Thinking, Xiaodi Zhou
Language And The Mind: How Language Shapes Our Thinking, Xiaodi Zhou
Bilingual and Literacy Studies Faculty Publications and Presentations
This paper analyzes languages and their connections to thinking and culture using an autoethnographic lens. This autoethnography utilized personal examples and those from the author’s students’ compositions as evidence of the link between languages and cultures. Both named languages and dialects of those languages are contemplated for the basis of how their traits influence perceptions. A neuroscientific rationale is also made between human languages and human cultures. The link between culture and language, including dialects, is made, positioning the act of translanguaging as real time dialogue between cultures. Finally, classroom implications are presented with actual student writing and multimodal performances …
Black Lives Still Matter: Freedom Schools As An Embodiment Of Critical Literacy Through Reflection And Action, Elena M. Venegas, Lakia M. Scott
Black Lives Still Matter: Freedom Schools As An Embodiment Of Critical Literacy Through Reflection And Action, Elena M. Venegas, Lakia M. Scott
Bilingual and Literacy Studies Faculty Publications and Presentations
The continuation of racial inequities in the United States has ignited the recent Black Lives Matter Movement, a protest of police brutality and gun violence. Black lives matter in public school classrooms, too—where students of color face barriers to equitable educational experiences. The Children's Defense Fund Freedom School program is a major component in developing critical literacy skills through critique, inquiry, and transformation through social justice and action. Critical literacy is enacted through identity—mainly as difference, self, consciousness, narrative, and positionality. Historical and contemporary relevance of Freedom Schools connects to the urgency of the Black Lives Matter Movement.
Ideologías Y Políticas De Perpetua Ilegitimidad: El Caso De La Enseñanza De Lenguas En México, David Martínez-Prieto
Ideologías Y Políticas De Perpetua Ilegitimidad: El Caso De La Enseñanza De Lenguas En México, David Martínez-Prieto
Bilingual and Literacy Studies Faculty Publications and Presentations
Based on data collected in central and southern Mexico, this article examines ideologies embedded in the language learning policies of this country. By qualitatively analyzing 72 interviews to 24 participants, field notes, and the author’s reflective journal, this research investigates the impact of language policies amongst teachers from three different states: Puebla (2017, 2019, 2021), Oaxaca (2018), and Tlaxcala (2020-2021). After comparing the situations of participants, I suggest that nativist, (neo)colonial and neoliberal ideologies—which are prevalent in language policies in Mexico—foster the perpetual delegitimization of language teachers.
Unchoreographed Dance: Trust And Venture Into Vulnerability—Building A Plural, Organic, And Recursive Collective, Miryam Espinosa-Dulanto, Eunice Lerma, Karin A. Lewis, Vejoya Viren
Unchoreographed Dance: Trust And Venture Into Vulnerability—Building A Plural, Organic, And Recursive Collective, Miryam Espinosa-Dulanto, Eunice Lerma, Karin A. Lewis, Vejoya Viren
Bilingual and Literacy Studies Faculty Publications and Presentations
In this autoethnography, we—four Hispanic Serving Institution colleagues at the USA–Mexican frontera—share our process of building a collective where a plural, organic, vulnerable, and recursive space was created. In this space, through readings, conversations, feedings, discussions, and memories, un/anticipated stories emerge…in our unchoreographed writings, we whirl, twirl, collide, and craft our collective space, which was at once chaotic, cathartic, and sustaining.
Instructional Framework For Integrating Cross-Cultural Content Using Culturally Responsive And Linguistically Affirming Pedagogies, J. Joy Esquierdo, Maritza De La Trinidad
Instructional Framework For Integrating Cross-Cultural Content Using Culturally Responsive And Linguistically Affirming Pedagogies, J. Joy Esquierdo, Maritza De La Trinidad
Bilingual and Literacy Studies Faculty Publications and Presentations
This chapter describes an instructional framework for culturally relevant and affirming teaching and curricula that addresses effective ways to interconnect cross-cultural content to expand cultural and content literacy in K-12. The Culturally and Linguistically Affirming Pedagogies for Local Context (CLAP-LC) Framework was developed to create culturally and linguistically affirming content, promote equitable education, and nurture student engagement. The framework centers on the intersection of cultural knowledge and lived experiences of students, families, and communities in content and curriculum to promote student achievement, especially students from minoritized and marginalized groups.
Identity Negotiations Of A Mexican Transnational In The Rio Grande Valley: Crossing The Border Daily, Xiaodi Zhou, David Martinez-Prieto
Identity Negotiations Of A Mexican Transnational In The Rio Grande Valley: Crossing The Border Daily, Xiaodi Zhou, David Martinez-Prieto
Bilingual and Literacy Studies Faculty Publications and Presentations
This narrative case study examines the cultural affiliations of one transnational US-born Mexican American college student, and her various intersecting veins of identity. The aim was to capture the bordered existence in the many criteria of her being. Her linguistic identity, pop culture identity, spiritual identity, as well as her general cultural affiliations are examined as intersecting rays of influence. Utilizing Anzaldúa’s (2012) bordered identity as theoretical grounding for her partitioned selves, along with Bakhtin’s (1986) notion of cultural and linguistic dialogue, we analyzed the complexities in this one bicultural, bilingual young woman venturing into adulthood. This study sheds light …
Threshold For Learning: The Case For Prioritizing The In-Between Spaces In Education, Xiaodi Zhou
Threshold For Learning: The Case For Prioritizing The In-Between Spaces In Education, Xiaodi Zhou
Bilingual and Literacy Studies Faculty Publications and Presentations
In this paper, the author analyses learning as a function of the threshold between parties and ideas. Using Bakhtinian dialogic theory, literacy learning in particular is envisioned as a dialogue of the threshold. This instructional threshold is viewed both in pedagogical and biological terms. The physiological process of learning is described, making a biological case for instructional scaffolding and the gradual release of responsibility in the classroom. The dialogue of different disciplines serves as integration of several thresholds and further strengthening of learning. Curriculum integration is then promoted as a means to lasting learning.