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- Translanguaging (10)
- Bilingual education (6)
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- Literacy (4)
- Teacher education (4)
- Bakhtin (3)
- Neoliberalism (3)
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- Adolescents (2)
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- Culture (2)
- Digital literacies (2)
- Educational Environment (2)
- Emergent bilinguals (2)
- English (Second Language) (2)
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- Females (2)
- Higher Education (2)
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Articles 61 - 90 of 133
Full-Text Articles in Modern Languages
Language And Literacy Practices Of Bilingual Education Preservice Teachers At A Hispanic-Serving College Of Education, Elena M. Venegas, Veronica L. Estrada, Janine Schall, Leticia De Leon
Language And Literacy Practices Of Bilingual Education Preservice Teachers At A Hispanic-Serving College Of Education, Elena M. Venegas, Veronica L. Estrada, Janine Schall, Leticia De Leon
Bilingual and Literacy Studies Faculty Publications
This chapter focuses on an exploratory study of the language and literacy practices of undergraduate students within our Hispanic-Serving College of Education (HSCOE). HSCOEs must first understand and approach the language and literacy practices of bilingual education preservice teachers from an asset-based perspective. Language and literacy practices shape people’s identities and how they exist in the world. Language and literacy development also have an essential role in adult success since reading allows people to access, analyze, synthesize, and use knowledge to understand the world and learn new things. Much of the literature related to language and literacy practices at the …
Building Meaning For An Hscoe Designation: Learnings And Proximations, Patricia Alvarez Mchatton, Eugenio Longoria Sáenz, Janine M. Schall
Building Meaning For An Hscoe Designation: Learnings And Proximations, Patricia Alvarez Mchatton, Eugenio Longoria Sáenz, Janine M. Schall
Bilingual and Literacy Studies Faculty Publications
G. Furman furthered R. J. Starratt’s work on ethical leadership, which called for an ethic of care, an ethic of justice, and an ethic of critique as necessary for authentic leadership in PK-12 settings. While essential, she found them insufficient in that they focused on the individual. The Hispanic-Serving College of Education community as a whole includes all our students, faculty, and staff, but people also belong to communities in the Rio Grande Valley (RGV) beyond the university. Transforming the education of Latinx students has importance beyond the RGV. Along with the moral imperative of providing all students with a …
Bilingual Teacher Educators At An Hsi: A Border Pedagogy For Latinx Teacher Development, Alcione N. Ostorga, Christian E. Zúñiga, Kip Austin Hinton
Bilingual Teacher Educators At An Hsi: A Border Pedagogy For Latinx Teacher Development, Alcione N. Ostorga, Christian E. Zúñiga, Kip Austin Hinton
Bilingual and Literacy Studies Faculty Publications
As a borderlands’ institution, we are developing a mission and vision for our HSI identity in the college of education, as well as in our university. We envision pedagogical practices embedded in our teacher preparation that are context specific to our bilingual, biliterate, and bicultural community; one that not only prepares PTs to effectively teach all students, but also promotes strong values for equity and social justice. For our Latinx PTs, this aim has two purposes: 1) to tailor our educational practices capitalizing on their unique strengths and addressing possible challenges in their professional development, and 2) preparing them to …
The Hispanic-Serving Designation And Educator Preparation, Patricia Alvarez Mchatton, Janine M. Schall, Eugenio Longoria Sáenz
The Hispanic-Serving Designation And Educator Preparation, Patricia Alvarez Mchatton, Janine M. Schall, Eugenio Longoria Sáenz
Bilingual and Literacy Studies Faculty Publications
The creation of the Hispanic-Serving Institutions (HSI) designation resulted from decades of advocacy efforts to ensure access to resources and recognition as institutions that served many Latinx students. Texas was at the forefront of efforts to create the HSI designation due to long-term lack of access to quality education, and negative stereotypes about the Latinx population, and an expectation for individuals from culturally and linguistically diverse backgrounds to assimilate into the dominant culture. Given that institutions of higher education achieve the HSI designation based on meeting a predetermined threshold, HSIs are highly diverse and serve a variety of missions. In …
Preparing Bilingual Teachers On The U.S./Mexico Border: Including The Voices Of Emergent Bilinguals, Alcione N. Ostorga, Peter Farruggio
Preparing Bilingual Teachers On The U.S./Mexico Border: Including The Voices Of Emergent Bilinguals, Alcione N. Ostorga, Peter Farruggio
Bilingual and Literacy Studies Faculty Publications
Language policies in the U.S., including matters relating to bilingual education, are tangled up with political tensions and ideology. All too often, the dialogue among educators and policymakers about what constitutes best practices for people learning English – for whom we will use the term emergent bilinguals (EBs) (Garcia, Kleifgen and Falchi 2008) – fails to include the voices of those they serve. The Rio Grande Valley (RGV) of South Texas provides a uniquely valuable laboratory in which to study bilingual education because of its location, demographic makeup, and migration patterns. In this study, a pedagogical intervention was made …
Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson
Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson
Bilingual and Literacy Studies Faculty Publications
Whitacre (2019) and Curtis (2017) found that participants’ efficacy impacted their writing instruction and ability to engage students. We share our experiences with a professional development program aimed to improve teacher efficacy and literacy of elementary teachers. In this professional learning network, the Study of Early Literacy (SOEL), a higher percentage of teachers reported to a Hanover Research survey that they felt less confident in teaching writing than other areas of literacy. To address this need, one of the authors developed a subgroup to specifically address the teaching of writing with an inquiry-based action research component. Most of the teachers …
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.
“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 …
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 …
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 …
“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: …
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.
Critical Race Theory And Caring As Channels For Transcending Borders Between An African American Professor And Her Latina/O Students, Jacqueline B. Koonce
Critical Race Theory And Caring As Channels For Transcending Borders Between An African American Professor And Her Latina/O Students, Jacqueline B. Koonce
Bilingual and Literacy Studies Faculty Publications
This reflective essay uncovers ways in which critical race theory and caring are key to crossing racial, cultural, and linguistic borders between professors and their students. Many scholars have noted how critical reflection relates to effective teaching, especially when taking into account student learning. Reflecting upon archival data and participant observation, the author describes, through various stories, how she uses critical race theory and caring to connect with her students in spite of their differences. The author also provides examples of how her students reciprocate her care in extravagant ways.
Finding Home In Memory: Stories Of Immigration, Diaspora And Dis/Location, Miryam Espinosa-Dulanto
Finding Home In Memory: Stories Of Immigration, Diaspora And Dis/Location, Miryam Espinosa-Dulanto
Bilingual and Literacy Studies Faculty Publications
No abstract provided.
What Is Teacher Agency?, Alcione N. Ostorga
What Is Teacher Agency?, Alcione N. Ostorga
Bilingual and Literacy Studies Faculty Publications
No abstract provided.
Abrazando Nopales—Prickly Embrace: Undocumented Women’S Life Stories/Poetic Performance Narratives, Miryam Espinosa-Dulanto
Abrazando Nopales—Prickly Embrace: Undocumented Women’S Life Stories/Poetic Performance Narratives, Miryam Espinosa-Dulanto
Bilingual and Literacy Studies Faculty Publications
I chose poetic performance narratives to create a provocative piece offering a glimpse of the reality, tragedies, dreams, and hopes lived daily by more than 12 million people in the United States. These individuals are reported as unauthorized, undocumented immigrants by the U.S. Census Bureau. These specific stories were shared and collected ethnographically on the agricultural fields of the South East of the United States. My goal is to have “captured” readers to be seduced into the “uncomfortable” world of undocumented people and have the poems/performance narratives become not only representation of the events but, as Renato Rosaldo said, “the …
Latino Youth’S Out-Of-School Math And Science Experiences: Impact On Teacher Candidates, Maria E. Diaz, Kathy Bussert-Webb
Latino Youth’S Out-Of-School Math And Science Experiences: Impact On Teacher Candidates, Maria E. Diaz, Kathy Bussert-Webb
Bilingual and Literacy Studies Faculty Publications
This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community service-learning program involving science and math. Knowing and affirming nondominant youth‟s strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their tutees, 30 youth in first through tenth grades. The study took place in a Texas border colonia, or unincorporated settlement lacking basic services. Data sources were participant observations, youth‟s interviews and TCs‟ pre- and final reflections, rapport- building analyses, a focus group, and lesson plans. We found TCs incorporated the youth‟s funds to …
A Novice Bilingual Teacher’S Journey: Teacher’S Noticing As A Pathway To Negotiate Contradictory Teaching Discourses, Sandra I. Musanti
A Novice Bilingual Teacher’S Journey: Teacher’S Noticing As A Pathway To Negotiate Contradictory Teaching Discourses, Sandra I. Musanti
Bilingual and Literacy Studies Faculty Publications
This qualitative case study investigates a fourth grade novice bilingual teacher’s repertoire of practice during her first year of teaching. Drawing on recent work on teacher noticing, the study explores how the teacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching while questioning practices and policies and how she negotiated contradictions through multiple attempts to redefine her teaching practices. Findings show how the teacher’s ability to notice framed her possibility to bridge her understandings about teaching, her critical pedagogical discourse, and the contextual contradictory discourses predominant in her school about bilingual education.