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Articles 151 - 180 of 280
Full-Text Articles in Modern Languages
Writing Instruction In China: Challenges And Efforts, Rongrong Dong, Danling Fu, Xiaodi Zhou, Buyi Wang
Writing Instruction In China: Challenges And Efforts, Rongrong Dong, Danling Fu, Xiaodi Zhou, Buyi Wang
Bilingual and Literacy Studies Faculty Publications
This qualitative study examined the current writing instruction in 1-12 level education with the data collected in three Chinese cities. The data from the Interviews of teachers and teacher-educators at different levels and from classroom observations at upper elementary to high schools in three metropolitan cities across China provide insights into 1-12 writing instruction in contemporary China. To further reveal the efforts taken by writing teacher under China’s high-stakes testing culture, this paper also presented a case study of an exemplary 10th grade writing teacher, who took tremendous efforts in nurturing true readers and writers in his classroom under the …
I Influence Too: The Role Of Professors In Developing Bilingual Teachers' Spanish Proficiency, Zulmaris Diaz, Gina Lydia Garza-Reyna
I Influence Too: The Role Of Professors In Developing Bilingual Teachers' Spanish Proficiency, Zulmaris Diaz, Gina Lydia Garza-Reyna
Bilingual and Literacy Studies Faculty Publications
To support the growing number of English learners (ELs) across the nation, professors in the field of bilingual education are being called to prepare highly effective bilingual teachers who not only have linguistic proficiency in English and Spanish but can also successfully perform in academic settings. As a result, we, two bilingual education professors working at two different institutions along the Texas–Mexico border, conducted a duoethnography study to explore the question, How are our practices impacting the students we teach?—an area in the field of bilingual education that has been relatively unexplored. We examine our practices using the existing literature …
Indexation And Ideologies: Latinx And Nahuatl Terms In Our Identity Journey, David Martinez-Prieto
Indexation And Ideologies: Latinx And Nahuatl Terms In Our Identity Journey, David Martinez-Prieto
Bilingual and Literacy Studies Faculty Publications
In this essay, I challenge unreflective linguistic indexation of Latino academia; specifically, the suppression of the inflexion “o” in generic nouns (as in Latinx) and appropriation of Nahuatl nouns. To do so, I analyze these two linguistic features in terms of historical macro- and micro-linguistic levels and, for the case of Latinx, I situate this socio-cultural practice in relation to Spanish morphology and semantics. Finally, I question if these linguistic practices of Latino (Latinx) scholars enhance group identity and social justice or, on the contrary, if this linguistic indexation merely isolates a selective group of U.S.-centered scholars.
Supporting "Pedagogical" Spanish Language Competencies: Bilingual Teacher Education "En La Frontera", Christian E. Zúñiga
Supporting "Pedagogical" Spanish Language Competencies: Bilingual Teacher Education "En La Frontera", Christian E. Zúñiga
Bilingual and Literacy Studies Faculty Publications
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 …
Preparing The “Linguistically Qualified” Bilingual Teacher: Self/Auto Ethnographies Of Bilingual Teacher Educators, Christian E. Zúñiga, Joan R. Lachance, Cristian R. Aquino-Sterling, Michael D. Guerrero
Preparing The “Linguistically Qualified” Bilingual Teacher: Self/Auto Ethnographies Of Bilingual Teacher Educators, Christian E. Zúñiga, Joan R. Lachance, Cristian R. Aquino-Sterling, Michael D. Guerrero
Bilingual and Literacy Studies Faculty Publications
No abstract provided.
Translating To Change The Nation: The Case Of José Pedro Varela, A Reformer In Late 19th Century Uruguay, Gabriel Gonzalez Nunez
Translating To Change The Nation: The Case Of José Pedro Varela, A Reformer In Late 19th Century Uruguay, Gabriel Gonzalez Nunez
Writing and Language Studies Faculty Publications
The history of translation in Hispanic America can be segmented into specific historical periods that differ from those found in Europe, namely: encounter and conquest, the colonial period; pre-independence and emancipation; independence and republic; and an ongoing period that started in 1920 (Bastin, 2006). A great deal of work has been done regarding the first three of those periods. Later historical periods, while still receiving some scholarly attention, have not been the focus of as much research (cf. e.g., Montoya, 2014). This paper hopes to provide further insights on translation practices during the Independence and Republic Period by focusing on …
Linguistic Terrorism In The Borderlands: Language Ideologies In The Narratives Of Young Adults In The Rio Grande Valley, Katherine Christoffersen
Linguistic Terrorism In The Borderlands: Language Ideologies In The Narratives Of Young Adults In The Rio Grande Valley, Katherine Christoffersen
Writing and Language Studies Faculty Publications
In the U.S./Mexico borderlands, local language varieties face frequent discrimination and delegitimization or “linguistic terrorism.” The present study uses the three-level positioning framework to analyze how young adults in the Rio Grande Valley (RGV) in south Texas construct borderland identities by positioning themselves with respect to “linguistic terrorism” in sociolinguistic interviews. In their narratives, young adults enact, ascribe, and accept but also reject, subvert, and reconstitute language ideologies, including national identities, raciolinguistic ideologies, and standard language ideologies. An understanding of these multiple and contradictory borderland positionalities holds important implications for critical language awareness as a way for language educators to …
“We Listened To Each Other:” Social-Emotional Growth In Literature Circles, Elena M. Venegas
“We Listened To Each Other:” Social-Emotional Growth In Literature Circles, Elena M. Venegas
Bilingual and Literacy Studies Faculty Publications
Literature circles undoubtedly foster literacy. Yet successful participation in literature circles requires social and emotional competence of students. This article presents findings from a study of a fifth-grade student who demonstrated social-emotional growth while participating in literature circles. Specifically, growth in intrapersonal and interpersonal skills such as self-management, social awareness, social metacognition, and empathy were evident. These findings suggest that literature circles not only foster literacy but also social-emotional learning.
(De)Legitimization: The Impact Of Language Policy On Identity Development In An Efl Teacher, David Martinez-Prieto, Kristen Lindahl
(De)Legitimization: The Impact Of Language Policy On Identity Development In An Efl Teacher, David Martinez-Prieto, Kristen Lindahl
Bilingual and Literacy Studies Faculty Publications
Based on Bordieuan concepts of symbolic power and legitimization, this study analyzes the identity of a language teacher in Puebla, Mexico. Through a series of in-depth interviews, we examine how Mexican institutions may (de)legitimize the teaching expertise of an EFL educator by promoting a discourse of “native”-speakerism. In contrast with existing literature, this study is situated in the Puebla context, wherein the Poblano State government granted permanent teaching positions to Mexican bilingual transnationals with no formal teacher training. While our participant contested some of the dominant language ideologies, such as the use of language certifications, she also appeared to internalize …
On Not Taming The Wild Tongue: Challenges And Approaches To Institutional Translation In A University Serving A Historically Minoritized Population, Jose M. Davila-Montes, Gabriel Gonzalez Nunez, Francisco Guajardo
On Not Taming The Wild Tongue: Challenges And Approaches To Institutional Translation In A University Serving A Historically Minoritized Population, Jose M. Davila-Montes, Gabriel Gonzalez Nunez, Francisco Guajardo
Writing and Language Studies Faculty Publications
A consequence of the development of modern states has been the concept of“minority” as used to refer to subsets of the population that are differentiated from that portion of the population which is seen as the “majority.” These minorities are at times distinguished from each other using terms such as national minorities and immigrant minorities. Some scholars have challenged the distinctions drawn by these constructs. An example of how such constructs are not always accurate can be found in Texas’ Rio Grande Valley, where ethnic and linguistic, immigrant and national, minority and majority are not always clear cut. “The Valley,” …
Daoism And Dialogism: A Dialogue Between China And The West, Xiaodi Zhou
Daoism And Dialogism: A Dialogue Between China And The West, Xiaodi Zhou
Bilingual and Literacy Studies Faculty Publications
In this paper, I explore Chinese Daoist theoretical connections with modern conceptions of dialogue and Western theories of psychology (Murase, 2008). I investigate and compare these lines of Western thinking (Strang, 2004) with classical Chinese thought (Zhang & Chen, 2009), noting the complexities in each. I discuss and disseminate how the Daoist principle of yin yang may be related to the dialogic understandings of Bakhtin (1981, 1984a, 1986, 1990, 1993). I also contend that the Western field of psychology, particularly the work of Carl Jung (2014), has incorporated Daoist principles of yin yang in its conception and practice. I argue …
Where We Are, A. Abby Knoblauch, Alissa Surges, Amanda Rose Pratt, Amanda Smothers, Ashanka Kumari, Brittany Roberts, Bronwyn Williams, Charlie Cat Via Jenn Fishman, Christina V. Cedillo, Randall W. Monty
Where We Are, A. Abby Knoblauch, Alissa Surges, Amanda Rose Pratt, Amanda Smothers, Ashanka Kumari, Brittany Roberts, Bronwyn Williams, Charlie Cat Via Jenn Fishman, Christina V. Cedillo, Randall W. Monty
Writing and Language Studies Faculty Publications
“Where We Are” highlights where we are as a field on matters current and compelling. The call for this issue’s installment read as follows: We are seeking contributions for our Spring 47.1 (2019) issue that comment on mundane aspects of professional life in the six-word format made famous by Ernest Hemingway: “For sale: baby shoes, never worn.” Our belief is that ordinary, mundane experiences of everyday life in the academy, and in writing studies more specifically, can reveal organizational rules, values, norms, and expected and coerced forms of participation, and much more. We also think that your collective sentences will …
Encouraging Languages Other Than English In First-Year Writing Courses: Experiences From Linguistically Diverse Writers, Alyssa G. Cavazos
Encouraging Languages Other Than English In First-Year Writing Courses: Experiences From Linguistically Diverse Writers, Alyssa G. Cavazos
Writing and Language Studies Faculty Publications
First-Year Writing (fyw) courses are ideal writing spaces where students' diverse identities and language resources can flourish for specific rhetorical purposes. While research has focused on multilingual students' language and writing practices, little attention has focused on self-identified multilingual students' perceptions of language difference in fyw. Because fyw courses are an integral space in students' writing experiences and an ideal place to counter English-only ideologies, this article focuses on self-identified multilingual students' perceptions of how they negotiate language practices in academic contexts in higher education and how they perceive the role of languages other than English in fyw. Self-identified multilingual …
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena M. Venegas
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena M. Venegas
Bilingual and Literacy Studies Faculty Publications
Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual …
Lessons Learned: Teaching Latinx Teacher Candidates Through Digital Literacy And Community Service Learning, Kathy Bussert-Webb, Karin A. Lewis
Lessons Learned: Teaching Latinx Teacher Candidates Through Digital Literacy And Community Service Learning, Kathy Bussert-Webb, Karin A. Lewis
Bilingual and Literacy Studies Faculty Publications
The authors focus on digital literacy and community service learning (CSL) strategies from research of Latinx undergraduate teacher candidates (TCs) engaged with technology in CSL courses. The qualitative studies have taken place in a tutorial agency and university classrooms in the Rio Grande Valley, Texas, one of the most economically-strapped U.S. regions. The 60 participants were Bussert-Webb’s TCs in Summer 2016 and Summer 2017 (n=28) and Lewis’s TCs in Fall 2018 and Spring 2019 courses (n=32). Data sources include participant observations, surveys, focus groups, lessons, and reflections. Using social justice and New Literacies frameworks and thematic data analysis, the authors …
Understanding Diverse Bilingual Learners: The Need For A Transdisciplinary Lens, Amy Weimer, Mario Gil, J. Joy Esquierdo
Understanding Diverse Bilingual Learners: The Need For A Transdisciplinary Lens, Amy Weimer, Mario Gil, J. Joy Esquierdo
Bilingual and Literacy Studies Faculty Publications
The chapter synthesizes findings from diverse disciplinary perspectives to make the case that we need a new lens to better serve the diversity of bilingual learners. Drawing upon theories and findings from studies by educators, child developmentalists, and neuroscientists, but moving beyond any one disciplinary perspective, the authors aim to create a unity of new knowledge developed of theories from across disciplines. This approach is exactly what is needed to address the complexity of factors surrounding bilingual learners. Taking a transdisciplinary approach will allow us to move closer toward an understanding of the many factors affecting bilingual children and families, …
Magnifying English Language Learners' Success Through Culturally Relevant Teaching And Learning Frameworks: Acknowledging The Multidimensional Implications On Language, Literacy, And Learning, Isela Almaguer
Bilingual and Literacy Studies Faculty Publications
There is a need to amplify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework that encompasses social justice. Specifically, framing the chapter through the lens of the sociocultural theory to better recognize, acknowledge, and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency, so we must rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require more empowering and engaging …
“It’S Making Me A Better Teacher.” Transforming Latinx Teacher Candidates Clinical Field Experiences In A Hispanic Serving Institution, Sandra I. Musanti, Alma D. Rodríguez, Patricia Alvarez Mchatton
“It’S Making Me A Better Teacher.” Transforming Latinx Teacher Candidates Clinical Field Experiences In A Hispanic Serving Institution, Sandra I. Musanti, Alma D. Rodríguez, Patricia Alvarez Mchatton
Bilingual and Literacy Studies Faculty Publications
This manuscript explores the outcomes of a university-district partnership that provides Latinx teacher candidates with a yearlong clinical experience as the culmination of their teacher preparation. Qualitative data collected as part of a mixed methods study were analyzed to determine how Latinx teacher candidates and cooperating teachers understand learning to teach, and perceptions of the partnership. Results show an emphasis on mastering routines, learning to teach through observation, and reciprocal growth derived from their mentoring relationship. Salient is the tendency to homogenize Latinx students and a reductionist vision of diversity. The authors explore the positionality of culture and language in …
Rape Narratives & Survival Within Counter-Geographies: (Dis)Pleasure In Disrupting Globalized Universals, Monica Reyes
Rape Narratives & Survival Within Counter-Geographies: (Dis)Pleasure In Disrupting Globalized Universals, Monica Reyes
Writing and Language Studies Faculty Publications
There is already significant scholarship (Heaton; Hesford, Huggan, Powell) which demonstrates that metanarratives, largely produced and consumed by Western audiences contribute to the rhetorical choices of the subaltern’s stories as well as listeners’ interpretation/ validation of place-based experiences. This paper further contributes to this work by examining how humanitarian narratives which utilize rape as a means of rhetorical agency within counter-geographies (Sassen) is a starting place for postcolonial conversations about pathways for mindful, global intervention within local contexts. I briefly examine two cultural representations of humanitarian rape narratives (human interest news story and fiction) to illustrate the complex rhetorics of …
Undergirding Writing Centers' Responses To The Neoliberal Academy, Randall W. Monty
Undergirding Writing Centers' Responses To The Neoliberal Academy, Randall W. Monty
Writing and Language Studies Faculty Publications
Writing centers are at once a part of and a response to the neoliberal academy, a phenomenon that Ryan King-White describes as a place where, “students have come to be regarded as customers, academic researchers are thought of as entrepreneurs competing for external grant funding, and the university itself more closely resembles a business model than an institute of higher learning” (223). Using that as a starting point, this essay functions part historiography, part diagnosis, and part synthesis, with three main goals: (1) redefine “neoliberalism” as a framework of critique for contemporary higher education within the United States, (2) diagnose …
Derecho Comparado Para Abogados Anglo- E Hispanoparlantes: Culturas Jurídicas, Términos Jurídicos Y Prácticas Jurídicas [S. I. Strong, Katia Fach Gómez & Laura Carballo Piñeiro. Comparative Law For Spanish-English Speaking Lawyers: Legal Cultures, Legal Terms And Legal Practices], Gabriel Gonzalez Nunez
Writing and Language Studies Faculty Publications
Con más de 700 páginas, este libro es extenso y tiene un título que coincide con su extensión: Comparative Law fo Spanish-English Speaking Lawyers: Legal Cultures, Legal Terms and Legal Practices / Derecho comparado para abogados anglo- e hispanoparlantes: culturas jurídicas, términos jurídicos y prácticas jurídicas. Tanto el título como el subtítulo contienen gran cantidad de información. Con solo echar un vistazo a la portada, se le informa al lector del tema general del libro (el derecho comparado), la audiencia (abogados anglo e hispanoparlantes), el énfasis (culturas jurídicas, términos jurídicos y prácticas jurídicas) y su carácter único (está escrito en …
El Francés Como Desafío Plurilingüistico En El Contexto Educativo De México, Khalid Aada
El Francés Como Desafío Plurilingüistico En El Contexto Educativo De México, Khalid Aada
Writing and Language Studies Faculty Publications
Las políticas lingüísticas en México– tanto a nivel regional como nacional – carecen de claridad suficiente, y el francés ocupa un lugar insignificante o incluso inexistente debido a que cada Estado de la República adopta sus propias iniciativas de política lingüística, y donde la decisión sobre el aprendizaje del idioma extranjero se deja a cargo de cada institución, que tiende a tomar decisiones basadas sobre las demandas de su entorno y no sobre los principios del plurilingüismo y el pluriculturalismo (Silva, 2011)
Evaluación De Programas De Lengua: Perspectivas Profesionales E Investigadoras, Julio Ciller, Ramsés Ortín
Evaluación De Programas De Lengua: Perspectivas Profesionales E Investigadoras, Julio Ciller, Ramsés Ortín
Writing and Language Studies Faculty Publications
The purpose of this article is to advocate for the use of ongoing evaluative processes at the programmatic level in order to ensure language program quality and worth. After a thorough review of the field of language program evaluation, we argue that the benefits of evaluation cannot but strengthen the relationship between an academic program and stakeholders’ needs (students, teachers, community). We propose the use of the CEA standards as a guide for any evaluative effort in foreign language programs while designing context-specific tools to address the needs of each program. Finally, we aim to promote the development and dissemination …
“Siento Que Siempre Tengo Que Regresar Al Inglés”: Embracing A Translanguaging Stance In A Hispanic-Serving Institution, Sandra I. Musanti, Alyssa G. Cavazos
“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
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: …
Transfer Of Variable Grammars In Third Language Acquisition, Ramsés Ortín, Carmen Fernandez-Florez
Transfer Of Variable Grammars In Third Language Acquisition, Ramsés Ortín, Carmen Fernandez-Florez
Writing and Language Studies Faculty Publications
Research on linguistic variation suggests that usage patterns are deeply embedded in native and non-native speakers’ knowledge of grammar. This study explores the transfer of these variable sociolinguistic patterns at the initial stages of third language acquisition. We elicited narratives in Portuguese from two mirror-image groups of sequential Spanish-English bilingual early learners of Portuguese. Their production of variable subject pronoun expression was analysed. When comparing the two groups with regards to the linguistic factors that constrain subject pronoun expression, evidence of transfer from Spanish and not from English is consistent for both groups. We conclude that variable linguistic information is …
Traducir En Pro De La Educación Del Pueblo: La Labor Traductora De La Sociedad De Amigos De La Educación Popular, Gabriel Gonzalez Nunez
Traducir En Pro De La Educación Del Pueblo: La Labor Traductora De La Sociedad De Amigos De La Educación Popular, Gabriel Gonzalez Nunez
Writing and Language Studies Faculty Publications
Este trabajo pone en relieve una labor desempeñada por la Sociedad de Amigos de la Educación Popular (SAEP) que, si bien no es desconocida, tampoco ha recibido suficiente atención por parte de historiadores y académicos. Se trata de los esfuerzos traductores desplegados por los integrantes de la SAEP en su celo por introducir en el Estado Oriental del Uruguay nuevas e innovadoras ideas en cuanto a la educación y su función social. El trabajo contextualiza esta labor dentro del papel histórico de la traducción en el continente americano, para luego dar paso la descripción de los esfuerzos traductores llevados a …
Latinx Children’S Push And Pull Of Spanish Literacy And Translanguaging, Kathy Bussert-Webb, Hanna M. Masso, Karin A. Lewis
Latinx Children’S Push And Pull Of Spanish Literacy And Translanguaging, Kathy Bussert-Webb, Hanna M. Masso, Karin A. Lewis
Bilingual and Literacy Studies Faculty Publications
We explored 19 Latinx children’s literacies in Spanish and translanguaging by asking, “What are Latinx children’s experiences and beliefs regarding Spanish and translanguaging reading and writing? How do tutorial staff and teacher candidates (TCs) help the youth to resist hegemonic and bracketing practices of English-only?” This study took place in a South Texas tutorial agency, where children voluntarily attended for after-school homework help. Data sources consisted of questionnaires, interviews, focus groups, hobby essays, and newsletter articles. Most children reported negative school-related language experiences and expressed dislike and unease regarding Spanish and translanguaging reading and writing, although they lived less than …
Interdisciplinary Biliteracy: Leveraging Biliteracy Development For All Bilingual Learners, Sandra Mercuri, Sandra I. Musanti
Interdisciplinary Biliteracy: Leveraging Biliteracy Development For All Bilingual Learners, Sandra Mercuri, Sandra I. Musanti
Bilingual and Literacy Studies Faculty Publications
No abstract provided.
Strengthening The Reader Self-Efficacies Of Reluctant And Struggling Readers Through Literature Circles, Elena M. Venegas
Strengthening The Reader Self-Efficacies Of Reluctant And Struggling Readers Through Literature Circles, Elena M. Venegas
Bilingual and Literacy Studies Faculty Publications
Although a subskills approach to reading instruction is merited in improving the reading skills of struggling readers, struggling readers also benefit from balanced literacy instruction. An overemphasis on reading subskills arguably minimizes students’ enjoyment of reading and motivation to read and may inevitably result in the formation of reluctant or struggling readers. In turn, this may diminish the self-efficacies of reluctant or struggling readers. I designed an embedded multiple case study framed by social cognitive theory to explore the potential influence of literature circles, a balanced literacy instructional strategy, on the reader self-efficacies of reluctant and struggling readers in Grades …
A Digital Immigrant Venture Into Teaching Online: An Autoethnographic Account Of A Classroom Teacher Transformed, Karin A. Lewis
A Digital Immigrant Venture Into Teaching Online: An Autoethnographic Account Of A Classroom Teacher Transformed, Karin A. Lewis
Bilingual and Literacy Studies Faculty Publications
This paper presents an autoethnographic account of a classroom teacher’s experience transitioning to teaching online within the shifting culture of academe in the 21st Century. After decades as a classroom teacher, the author engages in autoethnography to reflexively analyze her challenging transition to teaching online. The author examines her perspectives, beliefs, thought process, learning, and development. Findings regarding her new way of teaching, thinking, and living as an online instructor may provide insights for others in academe.