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Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms
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In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019)
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| 42 |
Chilla, Solveig / Niebuhr-Siebert, Sandra: Mehrsprachigkeit in der Kita. Grundlagen - Konzepte - Bildung. Stuttgart: Kohlhammer 2017 (224 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 18 (2019) 4 (2019)
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| 43 |
Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
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In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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| 44 |
Non ignarus docendi. Impulse zur kohärenten Gestaltung von Fachlichkeit und von Mehrsprachigkeitsdidaktik in der Lateinlehrerbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 254 S. (2019)
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| 45 |
İnci Dirim / Anke Wegner (Hrsg.): Normative Grundlagen und reflexive Verortungen im Feld DaF_DaZ*. Opladen/Berlin/Toronto: Barbara Budrich 2018 (462 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 18 (2019) 5 (2019)
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| 46 |
Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
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In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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| 47 |
Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
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In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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| 48 |
Morocco: Multilingualism, Cultural Identity, and Mathematics Education, Post-French Protectorate, a Historical Perspective ...
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| 49 |
İnci Dirim / Anke Wegner (Hrsg.): Normative Grundlagen und reflexive Verortungen im Feld DaF_DaZ*. Opladen/Berlin/Toronto: Barbara Budrich 2018 (462 S.) [Rezension] ...
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| 50 |
Thai Doctoral Students' Layers of Identity Options Through Social Acculturation in Australia
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 11 ; 1 ; 99-116 ; The Political Economy of New Authoritarianism (2019)
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| 51 |
Transnational education, language and identity: a case from Mexico
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In: Society Register ; 2 ; 63-84 (2019)
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| 52 |
What and Whom Are We Teaching? Ideologies, Practices, and Preparation of First-Year Composition Teachers
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| 53 |
Creating a new normal: Language education for all
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
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| 54 |
An Examination of Teacher Practices for the Instruction of French as a Third Language among Spanish-Speaking Students in Georgia
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| 55 |
Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
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In: Reading Research Quarterly, vol 53, iss 4 (2018)
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Abstract:
This article examines instances of a U.S.–Mexican transnational youth honing his critical translingual literacy skills through his engagement with corridos, Mexican balladry in Spanish that often emphasizes injustice and border strife. The author relies on ethnographic classroom observations, the student's journals, and semistructured interviews to provide a glimpse into the complexities and sophistication of the bilingual youth's everyday language and literacy practices in an era of vehement anti-immigrant rhetoric. This inquiry asks, (a) What do literacy practices deeply rooted in corridos look like? (b) How does one youth read and engage with the Mexican musical genre of corridos to make sense of his social and political world? and (c) What are the environments and educational settings that supported this literacy development? Findings detail a transnational youth's corridista (balladeer) consciousness and its concomitant language and literacy practices that shape and are shaped by his participation in both his Tijuana communities of origin and his Los Angeles communities. Specifically, this study showcases a student's uses of literary devices, including allegory, to describe myriad forms of oppression and resistance found in corrido lyrics and throughout the lives of U.S.–Mexican transnational youths. Attention to literary genres that are often unsanctioned in traditional English-medium classrooms and recognizing the complex cognitive abilities of bilinguals can harvest critical insight about literacy education in and out of school. Implications from this study highlight meaningful learning contexts for transnational adolescents’ literacies and how engagement of these literacies might be (re)conceptualized through an ethnic studies and Chicanx/Latinx Studies lens.
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Keyword:
Adolescence; Case study; Context; Critical analysis; Critical literacy; Critical pedagogy; Curriculum and Pedagogy; Decoding; Digital; Education; English as a second language; English for speakers of other languages; English language learners; English learners; Ethnography; Expressive language; Family literacy; Home language; Home language practices; Home-school connections; Intergenerational literacy; Language learners; Linguistics; Literature; media literacies; methods and materials; Multicultural literature; Multilingualism; New literacies; Oral language; Parental involvement; Popular culture; Psychology; Research methodology; Sociocultural; Strategies; Supplementary resources; Theoretical perspectives; Transformative; Writing; Writing process; Writing strategies
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URL: https://escholarship.org/uc/item/6mj02343
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| 56 |
Lehrer*insein in der Migrationsgesellschaft. Professionalisierung in einem widersprüchlichen Feld ; Being teacher in a migration society. Professionalization in a contradictional field
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In: Zeitschrift für interpretative Schul- und Unterrichtsforschung 7 (2018), S. 109-121 (2018)
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Mehrsprachigkeit im Basisbildungsunterricht mit MigrantInnen – eine Ressource und keine Komplikation! ; Plurilingualism in Basic Education Courses with Migrants – A Resource, Not a compilation!
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In: Magazin erwachsenenbildung.at (2018) 33, 9 S. (2018)
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| 58 |
Andrea Daase / Udo Ohm / Martin Mertens (Hrsg.): Interkulturelle und sprachliche Bildung im mehrsprachigen Übergang Schule - Beruf. Münster / New York: Waxmann 2017 (310 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 17 (2018) 2 (2018)
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| 59 |
Kritische Medienkompetenz und Community Medien
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In: Graz : CONEDU – Verein für Bildungsforschung und -medien 2018, 59 S. - (Dossier erwachsenenbildung.at) (2018)
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| 60 |
Europäische Wissensordnung im Schweizer Fremdsprachenunterricht (1961-1990) ; Configuration européenne des savoirs et enseignement des langues étrangères en Suisse (1961-1990)
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In: Schweizerische Zeitschrift für Bildungswissenschaften 40 (2018) 1, S. 153-173 (2018)
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