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Opportunities and limitations of using the linguistic category model as a measure of teachers' implicit stereotypes in Germany
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Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the practices of a multilingual classroom
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 125-137 (2021) (2021)
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Subtitling and Dubbing as Teaching Resources in CLIL in Primary Education: The Teachers’ Perspective
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 175-192 (2021)
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Motivational potential of bilingual and nonbilingual programmes in secondary and tertiary education
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 193-212 (2021)
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Teaching Chinese as a Second Language in a Supportive Student-Centered Environment
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In: All Graduate Plan B and other Reports (2021)
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A Philosophy of Bilingualism: How History and Science Inform its Ethicality and Future
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In: Open Access Theses & Dissertations (2021)
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Engaging The Disengaged: The Zone Of Proximal Distance Between Deliberately Silenced Educators And Preferably Unheard Latino Immigrant Parents
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In: Open Access Theses & Dissertations (2021)
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Abstract:
The five Latino parents in the three ethnographic case studies presented in this document were experienced with stepping into third space zones of discomfort as undocumented immigrants unwelcome to the United States. They could have chosen to remain silent and invisible. Instead, they entered third space visibility that amplified their presence and voice as immigration reform activists. They recognized and accepted the risks of amplified outspoken visibility: possible deportation and family separation. They also acknowledged the risks of silent submission and invisibility: vulnerability to exploitation and generational disempowerment. They created disruptive third space forms of civic engagement that synergistically produced hybrid literacies of hope. I use the term hybrid literacies of hope to help us think about the transformative funds of knowledge that may emerge from participatory third space dialogue and mobilization of Community Cultural Wealth (Yosso, 2002) with social justice in mind. In using the term hybrid literacies of hope, I also draw from Paulo Freire's position that hope and education are inextricably linked to the process of conscientização (2004; 2009). Findings suggest that immigrant parents drew from aspirational, spiritual, navigational, and resistance capital to organize, mobilize, create, and implement strategic third space platforms to enhance hybrid dialogues that increase their visibility and amplify their voice. As educators, what might we learn from these findings to strengthen parental engagement and family leadership to improve academic success for Emergent Bilinguals? Community cultural wealth offers an opportunity for self-reflection with possibilities to explore pathways that strengthen connections between educators and the Emergent Bilingual families served by their schools.
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Keyword:
and Multicultural Education; Bilingual; Bilingual Education; Community Cultural Wealth; Hybrid Literacy; Immigrant; Multilingual; Parental Engagement; Social Activism; Teacher Education and Professional Development
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URL: https://scholarworks.utep.edu/open_etd/3458
https://scholarworks.utep.edu/cgi/viewcontent.cgi?article=4457&context=open_etd
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A Philosophy of Bilingualism: How History and Science Inform Its Ethicality and Future
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In: ETD Collection for University of Texas, El Paso (2021)
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The appropriation of Portuguese writing by the deaf ; La apropiación de escritura Portuguesa por sordos ; A apropriação da escrita do Português pelo surdo
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In: Signótica; Vol. 33 (2021) ; Signótica; v. 33 (2021) ; 2316-3690 ; 0103-7250 (2021)
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