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The House and the Home: Gender in Diaspora in Monica Ali's Brick Lane and Nadeem Aslam's Maps for Lost Lovers
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In: Becoming Home: Diaspora and the Anglophone Transnational ; https://hal.archives-ouvertes.fr/hal-03586991 ; Jude V. Nixon; Mariaconcetta Costantini. Becoming Home: Diaspora and the Anglophone Transnational, Vernon Press, pp.27-45, 2022, 978-1-64889-294-3 (2022)
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Enhancing Linguistic and Cultural Learning during Education Abroad in Japan
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How Does Toddlers’ Engagement in Literacy Activities Influence Their Language Abilities?
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 1; Pages: 526 (2022)
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Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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Abstract:
This dissertation documented and explored the ways in which marginalized families participating in a Two-Way-Immersion (TWI) program enacted their language and literacy practices in home and community contexts. In this study I problematize how schooling, even via “additive” programs such as TWI, are no exception to the demand and deficit views placed on marginalized families (Avineri, Johnson, Brice-Heath, McCarty, Ochs, Kremer-Sadlik, Blum, Zentella, Rosa, Flores, & Alim, 2015; Flores & García, 2017; Chaparro, 2019). I used three main frameworks to reveal how schooling practices are dominant in home and community contexts yet do not prevent families’ unique practices from manifesting. By investigating the phenomenon from three frameworks: family literacy (Taylor, 1983; Compton-Lilly, 2003; Zentella, 2005), pedagogies of the home (Bernal, 2002; Moll, 1992; Yosso, 2005; Smith & Murillo, 2013), and Critical Race Theory (CRT) (Ladson-Billings, 2000; Anzaldúa, 2012; Flores & Rosa, 2015). More specifically, these frameworks were used to explore how families engaged in language and literacy events in order to highlight knowledges that go unrecognized in schooling. This ethnographic case study took place in the homes and communities of three families who lived in a mid-sized, Midwestern community, near a large public university. Data was collected over two years and included a variety of data sources: audio and video recordings, semi-formal interviews, field notes, and artifacts. Data was analyzed using open coding with a critical lens. Findings showed that reflections of working-class families from various backgrounds demonstrated the dominance of schooling practices over home literacy practices, separation of languages, and raciolinguistic socialization via “languagelessness” (Chaparro, 2019; Rosa, 2019). Findings also demonstrated that families’ language and literacy practices included a range of cultural values, feelings, attitudes, and relationships that shaped and gave meaning to literacy activities in ways that were organically sustained and surpassed schooling practices (Barton & Hamilton, 2012). Data also showed how children are not only shaped by practices but are also shaping language and literacy practices and choices made in their environments among children and adults, demonstrating their roles as pedagogues, despite being monitored by formal schooling practices. Implications for bilingual education and teacher preparation programs are shared to problematize existing ideologies of culturally and linguistically diverse students in order to propose new directions for school practices and policymaking. This is done in an effort to bridge pedagogy and critical consciousness to include larger political and economic factors that lie at the root of the marginalization of language and literacy practices of racialized students and families (Flores, 2019). ; Limited ; Author requested closed access (OA after 2yrs) in Vireo ETD system
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Keyword:
bilingual education; Critical Race Theory (CRT); dual language programs; Family literacy; Pedagogies of the Home; Raciolinguistics; Two-Way-Immersion (TWI)
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URL: http://hdl.handle.net/2142/108314
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The Componential Model of Reading: A Comprehensive Examination of Word Reading in Syrian Refugee Children
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“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home
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In: Domínios de Lingu@gem, Vol 16, Iss 1, Pp 7-40 (2022) (2022)
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The Impacts of a Prototypical Home Visiting Program on Child Skills
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The Value and Use of the Telugu Language in Young Adults of Telugu-Speaking Backgrounds in New Zealand
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Comparing the environmental impacts of recipes from four different recipe databases using Natural Language Processing
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Caught in the In-between: The Seen and Unseen Forms of Care Among Filipino/Filipino-American Immigrants Navigating Built and Imagined Spaces
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In: Berkeley Undergraduate Journal, vol 35, iss 1 (2021)
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Hmong Farmer Narratives of Pesticide Use in the Central Valley, California
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Thao, Chia. - : eScholarship, University of California, 2021
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Intelligent gamification for individualized dyslexia remediation and in-home therapy ; Gamification intelligente pour une remédiation à domicile et individualisée de la dyslexie
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In: https://tel.archives-ouvertes.fr/tel-03585122 ; Psychology. Université Paris-Saclay, 2021. English. ⟨NNT : 2021UPASW002⟩ (2021)
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ОТРАЖЕНИЕ КОНЦЕПТА «ДОМ» В КУМЫКСКИХ ПОСЛОВИЦАХ И ПОГОВОРКАХ ... : REFLECTION OF THE CONCEPT “HOME” IN KUMYK PROVERBS AND SAYINGS ...
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Home attributes that relate to language and literacy attainments: A systematic review of studies from low- and middle-income countries ...
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Social isolation and vocabulary development: Insights from 8-18-month-old infants from families with varying socioeconomic backgrounds (United Kingdom) ...
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Social isolation and vocabulary development: Insights from families with varying SES in Saudi Arabia ...
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From Academic English to School Discourses: Reconceptualizing Academic Language ...
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TEACHING READING AS AN INDEPENDENT TYPE OF SPEECH ACTIVITY ...
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TEACHING READING AS AN INDEPENDENT TYPE OF SPEECH ACTIVITY ...
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