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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 – 20 of 20 1 Picturing dual language and gentrification: An analysis of visual media and their connection to language policy Hamann, Edmund T.; Catalano, Theresa In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021) Abstract: Dual language (DL) programs propose to be vehicles of social justice and transformation by valuing an additional language other than the dominant one in a society and thereby contesting language hierarchies and the subordination of those who speak/use a non-dominant language (Flores, Flores, Educational Policy 30:13–38, 2016; Menken and García, Menken, K., & García, O. (2021). Constructing translanguaging school policies and practices. In: CUNY-New York State Initiative on Emergent Bilinguals (Eds.) Translanguaging and transformative teaching for emergent bilingual students. Project. Routledge, New York.). However, Palmer (Henderson, K. I., & Palmer, D. K. (2020). Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-scale Implementation. Multilingual Matters.: 11) warned that DL programs risk becoming “enrichment foreign-language immersion to middle- and upper-class White children” and hence “lost opportunit[ies] for transformation.” This “gentrification” of DL efforts is enabled by racial, economic, and linguistic hierarchies of power (Valdez, Freire, and Delavan, Valdez et al., The Urban Review 48:601–627, 2016). Our analysis of five images from a corpus of 34 online news articles considers how photographic depictions of DL programs can manifest gentrification in non-linguistic ways that nonetheless reinforce moves away from DL for social transformation and toward DL as hegemonic. This paper clarifies how multimodal critical discourse analysis (MCDA) and Habermasian notions of the public sphere critically complement how public spaces (in this case schools) get imbued with “specific values that mediate inhabitants’ interpretations of themselves and their relation to others in a space” (Hult, Hult, Tollefson and Pérez-Milans (eds.), The Oxford handbook of language policy and planning, Oxford University Press, 2018: 338). Findings reveal nuanced ways in which world language populations are protagonized visually and related ways that heritage/maintenance populations are either erased or marginalized. This helps explain the key assertion—that visual images can reinforce DL program gentrification—but also augments the theoretical toolkit available to study how progressive intentions of DL can become co-opted. Keyword: Curriculum and Instruction; Dual language; Education; Gentrification; Multimodal critical discourse analysis; Public sphere; Teacher Education and Professional Development URL: https://digitalcommons.unl.edu/teachlearnfacpub/445 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1452&context=teachlearnfacpub BASE Hide details 2 Shaping the teaching and learning of intercultural communication through virtual mobility Catalano, Theresa; Barriga, Andrea Muñoz In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021) BASE Show details 3 Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community Catalano, Theresa; Ganesan, Uma; Barbici Wagner, Alessia... In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021) BASE Show details 4 The visual representation of dual language education Catalano, Theresa In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020) BASE Show details 5 Googly eyes and yard signs: Deconstructing one professor’s successful rebuffing of a right-wing attack on an academic institution Catalano, Theresa; Kohen, Ari In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020) BASE Show details 6 Language and Identity: Multilingual Immigrant Learners in South Africa Vandeyar, Saloshna; Catalano, Theresa In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020) BASE Show details 7 The downfall: listening to non-urban communities and their language ideologies Sierk, Jessica; Catalano, Theresa In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020) BASE Show details 8 Transformative Interviewing and the Experiences of Multilingual Learners not Labeled “ELL” in US Schools Catalano, Theresa; Kiramba, Lydiah Kananu; Viesca, Kara Mitchell In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020) BASE Show details 9 “Taking the Shackles off”: Metaphor and Metonymy of Migrant Children and Border Officials in the U.S. Catalano, Theresa; Musolff, Andreas In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019) BASE Show details 10 “I Felt Valued”: Multilingual Microteachings and the Development of Teacher Agency in a Teacher Education Classroom Catalano, Theresa; Moundiba, Hanihani C. Traore; Pir, Hadi In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019) BASE Show details 11 Missing the (Turning) point: The erosion of democracy at an American university Fucci, Anthony; Catalano, Theresa In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019) BASE Show details 12 European spaces and the Roma: Denaturalizing the naturalized in online reader comments Catalano, Theresa; Fielder, Grace E. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2018) BASE Show details 13 Developing multilingual pedagogies and research through language study and reflection Shende, Madhur; Suh, Emily K.; Catalano, Theresa In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2018) BASE Show details 14 Pre-service Teachers’ Confidence and Attitudes toward Teaching English Learners Wessels, Stephanie; Trainin, Guy; Reeves, Jenelle... In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017) BASE Show details 15 “The Soccer Field, It Has Dirt”: A Critical Analysis of Teacher Learners in Contact With Emergent Multilingual Students Catalano, Theresa; Reeves, Jenelle; Wessels, Stephanie In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017) BASE Show details 16 When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators Catalano, Theresa In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017) BASE Show details 17 Multilingual pedagogies and pre-service teachers: Implementing “language as a resource” orientations in teacher education programs Catalano, Theresa; Hamann, Edmund T. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016) BASE Show details 18 Being “in a Limbo”: Perceptions of Immigration, Identity and Adaptation of Immigrant Students in South Africa and the United States Catalano, Theresa; Fox, Jill; Vandeyar, Saloshna In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016) BASE Show details 19 Foreign Language Teaching and Learning Moeller, Aleidine Kramer; Catalano, Theresa In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2015) BASE Show details 20 Understanding the Language of the Occupy Movement: A Cognitive Linguistic Analysis Catalano, Theresa; Creswell, John W. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013) BASE Show details

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