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Articles 1 - 6 of 6
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Historias Americanas: Implementing Mexican American Studies In K-12 Social Studies Curriculum In The Rio Grande Valley, Maritza De La Trinidad, Stephanie Alvarez, Joy Esquierdo, Francisco Guajardo
Historias Americanas: Implementing Mexican American Studies In K-12 Social Studies Curriculum In The Rio Grande Valley, Maritza De La Trinidad, Stephanie Alvarez, Joy Esquierdo, Francisco Guajardo
Mexican American Studies Faculty Publications and Presentations
This essay contributes to the growing literature on Mexican American Studies in K-12 within the broader field of Ethnic Studies. While most of the literature on the movement for Ethnic Studies within Texas and across the nation mainly focuses on the impact of Ethnic Studies courses on students’ academic success, this essay highlights a professional development program for K-12 social studies teachers in the Rio Grande Valley of South Texas entitled Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley, funded by a federal grant. This essay provides an overview of Historias Americanas, the objectives and structure of …
Philosophizing In Tongues: Cultivating Bilingualism, Biculturalism, And Biliteracy In An Introduction To Latin American Philosophy Course, Alexander V. Stehn
Philosophizing In Tongues: Cultivating Bilingualism, Biculturalism, And Biliteracy In An Introduction To Latin American Philosophy Course, Alexander V. Stehn
Philosophy Faculty Publications and Presentations
This article describes my ongoing attempts to more successfully engage the full linguistic repertoires and cultural identities of undergraduate students at a “Hispanic Serving Institution” (HSI) in South Texas by teaching a bilingual Introduction to Latin American Philosophy course in the “Language, Philosophy, and Culture” area of Texas’ General Education Core Curriculum. By uncovering the diverse identities, worldviews, and languages of those who were historically excluded from the Eurocentric discipline of philosophy through the conquest and colonization of the Americas, Latin American philosophers offer us new ways of thinking and living by challenging Anglocentric language, philosophy, and culture. As part …
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 and Presentations
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 …
“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 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: …
Advancing A Transnational, Transdisciplinary And Translingual Framework: A Professional Development Series For Teaching Assistants In Writing And Spanish Programs, Alyssa G. Cavazos, Marcela Hebbard, José E. Hernández, Crystal Rodriguez, Geoffrey Schwarz
Advancing A Transnational, Transdisciplinary And Translingual Framework: A Professional Development Series For Teaching Assistants In Writing And Spanish Programs, Alyssa G. Cavazos, Marcela Hebbard, José E. Hernández, Crystal Rodriguez, Geoffrey Schwarz
Writing and Language Studies Faculty Publications and Presentations
Considering the need for writing and language programs to develop translingual and transdisciplinary pedagogies for teacher development at the graduate level (Canagarajah, 2016; Williams & Rodrigue, 2016), the authors examine the design of a multilingual pedagogy professional development series for first-year Spanish and Writing teaching assistants (TAs). As designers of and participants in the series, the authors explore the benefits and challenges inherent in transdisciplinary and translingual conversations and discuss implications for teaching and research in language and writing instruction and teacher development. In order to advance transdisciplinary and translingual approaches as a new normal in composition studies (Tardy 2017; …
Work Placements In Doctoral Research Training In The Humanities: Eight Cases From Translation Studies, Anthony Pym, Gabriel Gonzalez Nunez, Marta Miquel-Iriarte, Sara Ramos Pinto, Carlos Teixeira, Wine Tesse
Work Placements In Doctoral Research Training In The Humanities: Eight Cases From Translation Studies, Anthony Pym, Gabriel Gonzalez Nunez, Marta Miquel-Iriarte, Sara Ramos Pinto, Carlos Teixeira, Wine Tesse
Writing and Language Studies Faculty Publications and Presentations
Research cooperation between academic and nonacademic institutions tends not to concern the humanities, where mutual financial rewards are mostly not in evidence. The study of eight nonacademic placements of doctoral researchers working on interlingual translation nevertheless indicates some degree of success. It is found that the placements lead to ongoing cooperation when the following conditions are met: 1) the nature of the placement is understood and relations of trust are established; 2) mutual benefits are envisaged; and 3) there are prior arrangements for receiving visiting researchers. A placement can be successful even when one of the last two factors is …