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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 Page: 1 2 3 4 5 6 7...1.248 Hits 41 – 60 of 24.957 41 Participant_002 Caroline Rowland. - : The Language Archive, Max Planck Institute for Psycholinguistics, 2022 BASE Show details 42 The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland Frizelle, Pauline; Lyons, Caoimhe. - : Taylor & Francis, 2022 BASE Show details 43 Open Educational Resources in Action: 2022 UNT Open Access Symposium Smatresk, Neal; Chelliah, Shobhana Lakshmi; Lotven, Samson... In: 2022 University of North Texas Open Access Symposium, March 8, 2022. Denton, Texas (2022) BASE Show details 44 The manuscript Harley 3376. Comment to the letter B ; Il manoscritto Harley 3376. Commento alla lettera B Casalicchio, Jan In: https://hal.archives-ouvertes.fr/hal-03473693 ; 2021 (2021) BASE Show details 45 Writing for Change Jones, Darolyn; Romano, Laura; Ludwig, Kathryn. - 2021 BASE Show details 46 Two Steps to High Absolutive Syntax Brodkin, Dan. - : eScholarship, University of California, 2021 BASE Show details 47 Language Management in Diaspora: Tu’un Nda’vi, Spanish, English, Constricted Agency, and Social Capital in a Oaxacan Indigenous Diasporic Community Moran-Lanier, Miguel C.. - : eScholarship, University of California, 2021 Abstract: This dissertation examines individual, constricted agency in a multilingual environment within the context of a language discussion group and the form of social capital possessed by their Mexican Indigenous diasporic community living on the California Central Coast. The research is based on participant-observation ethnographic work with a language and literacy exploration group of four Mixteco men, speakers of Tu’un Nda’vi, a variety of Mixteco. This group was created with the purpose of exploring Spanish language topics, which expanded to the exploration of Tu’un Nda’vi literacy and English language needs. The group was sponsored under the auspices of a regional Indigenous community organization, which was in operation during the meetings of el grupo de enfoque.Despite the history of Spanish as a colonial language and its legacy of oppression and assimilation for Mexican Indigenous communities in their ancestral places of origin, learning Spanish was identified by a Mixteco community leader that coordinated the creation of the group as one of the most important needs for his diasporic community living on the California Central Coast. The internal and external language use of Tu’un Nda’vi and Spanish within their community of the men of el grupo de enfoque and this community organization is analyzed through the lens of social capital. However, social capital as conceptualized by Bourdieu (1985) is insufficient in describing the forms of social capital demonstrated within this community. Grounded in ethnographic work conducted within el grupo de enfoque through the community organization and building on the work of Bourdieu (1985), Coleman (1988), and Portes (1998), I introduce an expanded model of social capital that serves to identify, understand, and analyze the community’s adaptive potential within their diasporic context. Additionally, the four men revealed a complex set of language needs that included the desire to develop literacy in Tu’un Nda’vi, an oral variety; they did not know of anyone in their language community that could read or write in this language. Two of the men who were fluent Spanish speakers expressed their need to learn English as well. While the four men demonstrated a strong desire to explore Tu’un Davi literacy, their stated language learning and literacy development priorities in English and Tu’un Nda’vi were conditional upon their level of Spanish fluency. I introduce the interrelated concepts of constricted agency and functional resources, as well as the concept of sacrifice as an alternative to choice, and their effect on the conditional language-learning and literacy prioritization for the men in the group within their situated diasporic contexts. Furthermore, I present an ontological framework for constricted agency to clarify the concept in relation to other forms of agency and its placement within a broader ontology of human agency. The findings with regard to the dynamics of language-learning prioritization in diaspora discussed in this dissertation have potential implications for decolonizing multiliteracy program development for Indigenous communities and first-language maintenance in diaspora through community-based projects and community-based research. Key terms: Spanish, Mixteco, ethnography, grounded theory, literacy, language maintenance, diaspora, social capital, and agency. Keyword: Adult education; Agency; Diaspora; English as a second language; Ethnic studies; Literacy; Mixteco; Social Capital; Spanish URL: https://escholarship.org/uc/item/7321x66f BASE Hide details 48 Alta and Baja: Environments of Fantasy along the U.S-Mexico Border Baginski, Anastasia P. - : eScholarship, University of California, 2021 BASE Show details 49 “Going Global” at Home: International Branch Campuses, Im/Mobilities, and the Tensions of Class and Language Lee, Jenny Jong-Hwa. - : eScholarship, University of California, 2021 BASE Show details 50 All the World’s a Stage: Improvisational Theater and Engagement in Newcomer English Learners Metz, David Patrick. - : eScholarship, University of California, 2021 BASE Show details 51 Dual Identification: English Proficiency and Educational Placement of English Learners with Autism Spectrum Disorder Castellon, Fernanda Anahi. - : eScholarship, University of California, 2021 BASE Show details 52 Supplementary material to the paper The VoicePrivacy 2020 Challenge: Results and findings Tomashenko, Natalia; Wang, Xin; Vincent, Emmanuel... In: https://hal.archives-ouvertes.fr/hal-03335126 ; 2021 (2021) BASE Show details 53 Supplementary material to the paper The VoicePrivacy 2020 Challenge: Results and findings Tomashenko, Natalia; Wang, Xin; Vincent, Emmanuel... In: https://hal.archives-ouvertes.fr/hal-03335126 ; 2021 (2021) BASE Show details 54 The VoicePrivacy 2020 Challenge: Results and findings Tomashenko, Natalia; Wang, Xin; Vincent, Emmanuel... In: https://hal.archives-ouvertes.fr/hal-03332224 ; 2021 (2021) BASE Show details 55 Supplementary material to the paper The VoicePrivacy 2020 Challenge: Results and findings Tomashenko, Natalia; Wang, Xin; Vincent, Emmanuel... In: https://hal.archives-ouvertes.fr/hal-03335126 ; 2021 (2021) BASE Show details 56 The VoicePrivacy 2020 Challenge: Results and findings Tomashenko, Natalia; Wang, Xin; Vincent, Emmanuel... In: https://hal.archives-ouvertes.fr/hal-03332224 ; 2021 (2021) BASE Show details 57 Supplementary material to the paper The VoicePrivacy 2020 Challenge: Results and findings Tomashenko, Natalia; Wang, Xin; Vincent, Emmanuel... In: https://hal.archives-ouvertes.fr/hal-03335126 ; 2021 (2021) BASE Show details 58 Supplementary material to the paper The VoicePrivacy 2020 Challenge: Results and findings Tomashenko, Natalia; Wang, Xin; Vincent, Emmanuel... In: https://hal.archives-ouvertes.fr/hal-03335126 ; 2021 (2021) BASE Show details 59 The VoicePrivacy 2020 Challenge: Results and findings Tomashenko, Natalia; Wang, Xin; Vincent, Emmanuel... In: https://hal.archives-ouvertes.fr/hal-03332224 ; 2021 (2021) BASE Show details 60 Les jeux sérieux, ludification et pédagogie: l'exemple de MP for a Week Barrault-Méthy, Anne-Marie In: https://hal.archives-ouvertes.fr/hal-03251166 ; 2021 (2021) BASE Show details Page: 1 2 3 4 5 6 7...1.248

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