Modern Languages Commons^™

Desgarrandonos De Nuestra Lengua: Ripping Us From Our Language, Lillian Ramos, Julia Ramirez

Bilingual and Literacy Studies Faculty Publications and Presentations

Using a testimonio methodology, this study provides insight on how language ideologies, family, and education in the Texas Borderlands impacted two Latina teachers’ view and understanding of their identity. Through our personal experiences as PK-16 students, classroom teachers, and doctoral students, we were able to understand the colonization of our language and the subsequent endangerment of our bilingualism, which upon reflecting, had an impact on how we see ourselves as individuals, bilinguals, teachers, and Latinas. Our experiences with our bilingualism affected the way in which we perceive ourselves and our community. The reflection and analysis of our experiences allowed us …

Supporting "Pedagogical" Spanish Language Competencies: Bilingual Teacher Education "En La Frontera", Christian E. Zuniga

Bilingual and Literacy Studies Faculty Publications and Presentations

This autoethnography explores my experience as a bilingual teacher educator on the Texas, United States-Mexico border supporting the development of preservice teachers' pedagogical Spanish language competencies through a course that I have been developing over the last few years. To this aim, I look at my positionality and experiences developing my bilingualism in the same border community and my pedagogical Spanish language competence. My goal is to suggest how teacher education can support the development of bilingual teacher candidates' Spanish language competence in ways that recognize the linguistic diversity of border communities, critically unpack hegemonic ideologies, and prepare teacher candidates …

“Siento Que Siempre Tengo Que Regresar Al Inglés”: Embracing A Translanguaging Stance In A Hispanic-Serving Institution, Sandra I. Musanti, Alyssa G. Cavazos

Bilingual and Literacy Studies Faculty Publications and Presentations

This chapter centers on our reflections and pedagogical moves as two bilingual educators at a Hispanic-Serving Institution on the borderland region of South Texas, a predominantly bilingual and bicultural community. Specifically, the chapter documents how we embrace a translanguaging pedagogical stance. Translanguaging practices are identity markers and represent the complex ways bilinguals use their linguistic repertoire to communicate across contexts and to negotiate social identities (García & Li Wei, 2014; Martinez-Roldán, 2015). Drawing on García, Johnson, and Seltzer’s (2017) conceptualization of a translanguaging “corriente,” we describe our translanguaging stance and moves as we, respectively, design and teach two undergraduate courses: …

Beginning From The Border, Kip Austin Hinton

Bilingual and Literacy Studies Faculty Publications and Presentations

Abstract

In this essay, Educational Borderlands: A Bilingual Journal (EBBJ) is introduced in relation to borderlands, in South Texas and beyond. The journal’s purpose is explained, beginning with its inception as part of the bilingual mission at a majority Mexican American university, then placed within educational, political, and linguistic contexts. Each of EBBJ’s threads is situated in relation to hybridity, intersectionality, bilingualism, translanguaging, transnationalism, and the border itself. The journal seeks to apply these to the study of curriculum, instruction, special education, dual language bilingual education, and research across various interdisciplinary fields.

Resumen

En este ensayo, Educational Borderlands: A Bilingual …