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Translanguaging About, With, And Through Code And Computing: Emergent Bi/Multilingual Middle Schoolers Forging Computational Literacies, Sara Vogel
Dissertations, Theses, and Capstone Projects
As computing pervades more aspects of life, and as Computer Science for All (CS for All) initiatives roll out across the U.S., the field must understand the experiences and language practices of emergent bi/multilingual K-12 students and use that knowledge to drive equitable pedagogical and programmatic approaches. But little is known about how emergent bi/multilingual students — a growing population that school systems have often viewed with deficit-based lenses and have thus struggled to educate equitably — use language in the context of CS education. This dissertation addresses this gap by (1) qualitatively documenting and using asset-based frames to analyze …
Escribiendo Para Desahogarme: Release And Resistance In A Middle School Bilingual Writing Workshop, Carla Espana
Escribiendo Para Desahogarme: Release And Resistance In A Middle School Bilingual Writing Workshop, Carla Espana
Dissertations, Theses, and Capstone Projects
This dissertation examines a teacher’s language ideologies, their impact on curriculum modifications and bilingual Latinx middle schoolers’ storytelling, to understand how a bilingual pedagogy builds on their cultural and linguistic resources. This qualitative study was conducted in a sixth grade writing workshop class in New York City as the focus teacher taught the Teachers College Reading and Writing Project Personal Narrative Unit of Study. The first two findings center on the factors that influence a teacher’s stance on language practices and bilingual pedagogy, and how these contributed to curriculum modifications that included using students’ full linguistic and cultural repertoires, integrating …
Latino Emergent Bilingual Students' Experiences With The Middle School Transition, Kerry Pecho
Latino Emergent Bilingual Students' Experiences With The Middle School Transition, Kerry Pecho
Theses and Dissertations
This thesis reports the findings of a qualitative study that examined how Latino emergent bilingual students anticipate and experience the transition from a bilingual elementary school program to middle school. Sixth, seventh, and eighth grade students who were native Spanish-speakers participated in focus group discussions. Overall, participants described positive transition experiences, and much of the content was not unique to these students (e.g., feeling nervous, looking forward to more activities). Other content, though, revealed transition experiences that may be unique to this population (e.g., dramatic shift in ethnic and linguistic backgrounds of peers). Participants' responses suggested that they experience a …