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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 13 of 13
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Reconciling Hyphenated Identities: Muslim American Youth Reflect On College Life In The Midst Of Islamophobia, Diba Ataie
Doctoral Dissertations
Muslims make up more than 1.8 billion people of the world population and have been displaced globally in waves due to the political tension in their homeland. The tragedy of 9/11 forever changed the landscape of this nation for Muslim Americans and created hostility and fear. Islamophobia has been on the rise after the post 9/11 era, but due to the 2016 election cycle Muslim Americans have been placed under direct scrutiny. Muslim Americans were targeted and threatened with a Muslim registry and implemented a Muslim Ban to further ostracise them. The post 9/11 generation of Muslim American youth were …
Chinese Transnational Adolescents’ Responses To Multicultural Children’S Literature In Culture Circles, Yuwen Chen
Chinese Transnational Adolescents’ Responses To Multicultural Children’S Literature In Culture Circles, Yuwen Chen
Boise State University Theses and Dissertations
The purpose of this study is to examine how Chinese transnational adolescents (CTAs) negotiate their identity based on their cultural knowledge and experiences through book discussion in Freirean “culture circle” (Freire, 2000, p. 120). This study is an interpretivist qualitative study of community-based action research (Glesne, 2010). The participants were seven American-born Chinese, two current Chinese and Taiwanese, and one Chinese adopted adolescent. Within the culture circles, CTAs responded to seven selected multicultural children’s literature which represents Chinese immigrants’ stories in the United States. The topics of the books included (1) who am I, (2) relationships with extended family I, …
Escapando Las Trampas: Teacher Preparation For Mexicanas, Larissa Perez
Escapando Las Trampas: Teacher Preparation For Mexicanas, Larissa Perez
Capstone Projects and Master's Theses
Developing Maestras face and overcome linguistic, academic and cultural forms of gatekeeping while trying to navigate through our current education system. For this Capstone Project, the impact that gatekeeping has on developing Maestras and how it affects their academic and professional aspirations was investigated. This is an important issue for developing Maestras, the University of Gringolandia as well as for the education system of Nepantla county. The success of developing Maestras Mexicanas closes the racial gap and directly impacts the student success rate within Nepantla county. The literature and data results analysis indicate that the gatekeeping practices that keep Mexicanas …
An Examined Life Of A Language Teacher Of Chinese: An Autoethnographic Investigation Into Agency, Ying Zhang
An Examined Life Of A Language Teacher Of Chinese: An Autoethnographic Investigation Into Agency, Ying Zhang
Doctoral Dissertations
There is a paucity of research about and done by L2 Chinese educators regarding the theoretical construct of agency. It is also noted that the qualitative inquiry is marginalized in L2 Chinese research field, let alone the narrative study of the agency of experienced by L2 Chinese-teachers. In this dissertation research, I aim at filling in the gap by conducting a longitudinal autoethnography which captures over a decade (1997-2017) of my personal and professional development with an agency perspective. The highly personalized autoethnographic accounts open up my personal and professional life as an experienced, college-level, transnational, early 40’s female native …
Reflections On Language And Identity: Ofelia García's Impact On One Latina's Academic Trajectory And Scholarship, Dina López
Journal of Multilingual Education Research
This essay shares my own personal story of how—as a first-generation Latina academic—working with Ofelia García transformed my sense of self and trajectory as a scholar working with issues of language, identity, and education. Weaving personal anecdotes throughout, I trace the evolution of my thinking and research with a focus on the concepts of heteroglossic language ideologies, dynamic bilingualism, and translanguaging. I conclude the essay by reflecting on the importance and implications of first-generation Latina academics receiving mentorship from senior Latina scholars.
Tracking Identity: Academic Performance And Ethnic Identity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko
Tracking Identity: Academic Performance And Ethnic Identity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko
Jennifer Lucko
This article examines Ecuadorian students' attempts to contest immigrant stereotypes and redefine their social identities in Madrid, Spain. I argue that academic tracking plays a pivotal role in the trajectory of students' emergent ethnic identity. To illustrate this process, I focus on students who abandon their academic and professional ambitions as they are tracked into low‐achieving classrooms, and in the process participate in social and cultural practices that reify dominant stereotypes of Latino immigrants.[academic tracking, identity, immigration, ethnicity, Spain]
Revolución De Identidad: An Autoethnography On Spanish Heritage Language & Identity, Cristina Velazquez
Revolución De Identidad: An Autoethnography On Spanish Heritage Language & Identity, Cristina Velazquez
Electronic Theses, Projects, and Dissertations
This autoethnography narrative examines my journey as a first-generation Mexican immigrant woman from birth, through completion of the doctorate degree at California State University, San Bernardino. The purpose in writing this autoethnography is to present a personalized account of my experiences growing up, in communicating between two languages, the structural and personal motivators behind maintaining a heritage language (Spanish), and to reflect, in my experience, how I have negotiated with multiple social identities, including ethnic, academic, and bilingual identities. In this self-study, I bring the reader closer to Mexican-American identity, language, and culture. Specifically, this qualitative analysis of Spanish Heritage …
Culturally Relevant Pedagogy, Identity, Presence, And Intentionality: A Brief Review Of Literature, Anthony Walker
Culturally Relevant Pedagogy, Identity, Presence, And Intentionality: A Brief Review Of Literature, Anthony Walker
Journal of Research Initiatives
For too long, education has emphasized a systematized approach designed to maximize efficiency and a standardization of curriculum and pedagogical design. Too often, educational practice framed in Anglo-European norms remain unchallenged and place students whose cultural identity does not align with the dominant norms at disadvantage. In turn, curricula and pedagogies fail to acknowledge the role that culture and identity play in both teaching and learning. Critically oriented and culturally relevant pedagogies have the potential to foster critical thinking, identity development, and equity. This article examines how the tenets of Culturally Relevant Pedagogy and identity development into educational practice can …
From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh
From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh
Journal of Southeast Asian American Education and Advancement
The pressure of being alone in a new country and of surviving in a competitive academia has scared me to death. I cannot find any better way to heal me other than writing. Writing helps me make sense of the worlds and come closer to my true self. This piece is journeying from my own struggles of a Vietnamese, queer, immigrant teacher to accept who I am as a writer. In addition, writing this piece helps me get closer to decademizing academic writing in higher education.
Navigating Mainstream Environments: The Impact Of Modality Selection For Children With Cochlear Implants, Kristine Plasse
Navigating Mainstream Environments: The Impact Of Modality Selection For Children With Cochlear Implants, Kristine Plasse
Doctoral Dissertations
Communication is a fundamental component in education. For children who are deaf, cochlear implantation provides access to spoken communication; however, that access is different from that which typically hearing students experience. Because cochlear implants (CIs) have made it possible for many deaf individuals to communicate through spoken language, controversy exists in the education field as to which modes of communication should be considered for children who are deaf and have CIs in mainstream classrooms. This dissertation discusses a qualitative multi-case study that was conducted using ethnographic methods in order to examine the communication practices of two students with cochlear implants …
Challenging Girlhood, Mary Ann Harlan
Challenging Girlhood, Mary Ann Harlan
School of Information Student Research Journal
No abstract provided.
Transborder Testimonios Of Language Learning And Socialization, Maria Teresa Guevara Beltrán
Transborder Testimonios Of Language Learning And Socialization, Maria Teresa Guevara Beltrán
Language, Literacy, and Sociocultural Studies ETDs
This qualitative study utilizes a Chicana/Latina feminist lens and the Latin American tradition of Testimonio to explore Spanish-speaking immigrants’ experiences of migration, language learning and socialization, paying close attention to the ways in which the multilayered intersections of identity, race, class, gender, nationality, language, citizenship and power shape these experiences. In the context of a grassroots English as a Second Language class, testimonios are elicited through multimodal data collection methods, including visual, oral and written forms. Critical perspectives of second language learning and second language socialization research in bilingual contexts provide a multidisciplinary framework for this study, bridging conceptual parallels …
“It’S Ok. She Doesn’T Even Speak English”: Narratives Of Language, Culture, And Identity Negotiation By Immigrant High School Students, Lydiah Kananu Kiramba, James Alan Oloo
“It’S Ok. She Doesn’T Even Speak English”: Narratives Of Language, Culture, And Identity Negotiation By Immigrant High School Students, Lydiah Kananu Kiramba, James Alan Oloo
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study employs narrative inquiry to explore the experiences of two female, first-generation immigrant- and refugee-background students from West Africa. Using interview as conversation for guiding open-ended research questions and Yosso’s community cultural wealth (CCW) framework, we present participant narratives that speak to both similar and divergent experiences, which demonstrate a deep understanding of complex social issues presenting both tensions and opportunities for African immigrant and refugee student educational success in the United States. The study draws implications for rephrasing normative thinking about emerging multilingual students of African descent and developing a culturally responsive pedagogy for all students.