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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 "Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals Volk, Dinah In: Teacher Education Faculty Publications (2013) BASE Show details 2 "We’ve Been Doing It Your Way Long Enough": Syncretism as a Critical Process Long, Susi; Volk, Dinah; Baines, Janice... In: Teacher Education Faculty Publications (2013) BASE Show details 3 Guest Editors’ Introduction: Syncretism and Syncretic Literacies Long, Susi; Gregory, Eve; Volk, Dinah In: Teacher Education Faculty Publications (2013) BASE Show details 4 A Critical Look at Four Multicultural Reform Efforts in One Urban College of Education Volk, Dinah; Huang, Grace Hui-Chen; Thomas-Alexander, Sashelle... In: Teacher Education Faculty Publications (2011) BASE Show details 5 Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade Volk, Dinah; Angelova, Maria E. In: Teacher Education Faculty Publications (2007) Abstract: In this article we explore some of the ways that language ideologies - shared beliefs about language forms and practices embedded in social conflicts over power - mediated the language choices of 4 girls in peer activities. These activities took place in the Spanish and English first-grade classrooms of a dual-language program that enrolled children whose home language was English and children whose home language was Spanish, all learning in both languages. Our analysis was grounded in sociocultural theory and ethnographic methods were used to collect data in the classrooms. We argue that these 2 classrooms were distinct language-learning contexts and that patterns in the children's language choices to speak English or Spanish were influenced by these contexts and, more particularly, by the mediating role of a dominant language ideology that privileges English. We also highlight the children's agency in relation to this ideology as they negotiated language choice in the multiple contexts in which their language interactions were embedded. Keyword: and Multicultural Education; Bilingual; Bilingualism; Curriculum and Instruction; Dual-language program; Education; Educational ideologies; Elementary Education and Teaching; English language -- Study & teaching -- Foreign speakers; Ethnology; Language & languages; Language choice; Language ideology; Multilingual; Peer interactions; Sociocultural factors; Spanish language -- Study & teaching; Teacher Education and Professional Development URL: https://engagedscholarship.csuohio.edu/edte_facpub/14 http://proxy.ulib.csuohio.edu:2050/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ufh&AN=31563689&site=ehost-live BASE Hide details 6 Peer Teaching and Learning: Co-constructing Language in a Dual Language First Grade Gunawardena, Delmi; Angelova, Maria E.; Volk, Dinah In: Teacher Education Faculty Publications (2006) BASE Show details 7 Challenging Myths of the Deficit Perspective: Honoring Children's Literacy Resources Volk, Dinah; Long, Susi In: Teacher Education Faculty Publications (2005) BASE Show details 8 Collaboration in a Culturally Responsive Literacy Pedagogy: Educating Teachers and Latino Children Volk, Dinah; Stuart, Denise In: Teacher Education Faculty Publications (2002) BASE Show details

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