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Bilingual, Multilingual, and Multicultural Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

2015

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Articles 391 - 394 of 394

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Dual Language K-2 Latina Teachers: Juxtaposing Linguistic Identities And Pedagogical Practices On The U.S.-Mexico Frontera, Brenda Oriana Fuentes Jan 2015

Dual Language K-2 Latina Teachers: Juxtaposing Linguistic Identities And Pedagogical Practices On The U.S.-Mexico Frontera, Brenda Oriana Fuentes

Open Access Theses & Dissertations

This ethnographic study explored the linguistic identities and pedagogical practices of Latina bilingual-certified K-2 teachers in a dual language (DL) program in the U.S.-Mexico border area. Drawing on sociocultural theory, methods of data collection and analysis focused on linking DL Latina teachers' identity formation with both their conceptions of teaching and their actual pedagogical practices related to language use. The findings from this study painted a portrait of how DL teachersâ?? languages, literacies, and identities intertwined to shape their pedagogical practice. The linguistic backgrounds of DL teachers on the border were shaped by country of origin and languages, schooling experiences, …

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"Es Que Nadie Me Quiere Ayudar," Affective Factors In The Schooling Experience Of Recent Immigrants And Dual Language Instruction, Maria Del Rosario Talamantes Jan 2015

"Es Que Nadie Me Quiere Ayudar," Affective Factors In The Schooling Experience Of Recent Immigrants And Dual Language Instruction, Maria Del Rosario Talamantes

Open Access Theses & Dissertations

This Dissertation is a critical ethnography of the schooling experiences of recent immigrants in dual language immersion classes in US schools where the separation of languages is a policy (Adelman Reyes, 2007; Collier & Thomas, 2004; Cummins, 2005; Lee et al., 2008). Under this program, language is said to be used as a resource to motivate learning among students working in cooperative groups (Gomez, Freeman & Freeman, 2005; Kagan, 1995; Ruiz, 1984). However, this study revealed that language was also used as a tool for oppression among recent immigrant students (Bakhtin, 1981; Giltrow, 2003; Heller, 1995). Focusing on recent immigrant …

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Uneven Experiences: The Impact Of Student-Faculty Interactions On International Students' Sense Of Belonging, Chris R. Glass, Elizabeth Kociolek, Rachawan Wongtrirat, R. Jason Lynch, Summer Cong Jan 2015

Uneven Experiences: The Impact Of Student-Faculty Interactions On International Students' Sense Of Belonging, Chris R. Glass, Elizabeth Kociolek, Rachawan Wongtrirat, R. Jason Lynch, Summer Cong

Educational Leadership & Workforce Development Faculty Publications

This study examines student-faculty interactions in which U.S. professors signal social inclusion or exclusion, facilitating–or inhibiting–international students’ academic goal pursuits. It compares narratives of 40 international students from four purposefully sampled subgroups – academic preparedness (low, high) and financial resources (low, high). Overall, international students’ interactions with professors were marked by joy, trust, anticipation, and surprise. Nonetheless, the narratives exhibit two significant sources of variation: narratives from the low financial resources, high academic preparedness subgroup reflected widely-varied experiences interacting with professors, and narratives from the low financial, low academic preparedness subgroup lacked any descriptions of positive student-faculty interactions.

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Wrestling With Expectations: An Examination Of How Asian American College Students Negotiate Personal, Parental, And Societal Expectations, Michelle Samura Jan 2015

Wrestling With Expectations: An Examination Of How Asian American College Students Negotiate Personal, Parental, And Societal Expectations, Michelle Samura

Education Faculty Articles and Research

This research draws on a broader study that situates Asian American college students within larger sociohistorical and political contexts. I examined Asian American college students’ experiences and what it means to be “Asian American” in and through these experiences. Two types of expectations emerged from the data: students’ internal expectations—the expectations that they have for themselves as well as their college and postcollege experiences, and external expectations from family and society. The various ways that students negotiate internal and external expectations translate into particular understandings of freedom and possibility they carry into college. I also discuss students’ precollege racial awareness …

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