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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Defining Bilingualism during Infancy and Toddlerhood: A Scoping Review ...
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Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
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Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development
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The Adaptive, Social, Communication, and Cognitive Skills of Monolingual and Bilingual Toddlers with Autism
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In: Graduate Theses and Dissertations (2021)
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What do children think of their own bilingualism? Exploring bilingual children's attitudes and perceptions
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The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population ...
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Becoming a Mexican American in the U.S. South: Autobiographical Narrative of Liberation
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In: Electronic Theses and Dissertations (2020)
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Abstract:
This dissertation is an autobiographical exploration of my childhood experience in Méjico, my experience of involuntary immigration, and my life in the United States. I am Claudia Martinez, partially Mexican and partially American. I am neither. I am a new mezcla who is known as a mestiza (Anzaldúa, 1987). Theoretically, I draw upon a wide array of literature on the experience of immigrants such as issues of language (e.g., Igoa, 1995; Soto, 1997; Valdez, 1996, 2001), culture (e.g., Au, 2014; Soto, 1997; Phillion, He & Connelly, 2005), power (e.g., Freire, 1970/1992; He, Phillion, Chan, & Xu, 2008; Soto,1997), and identity (e.g., Anzaldúa, 1987, 1990; Gonzales, 2016; He, 2003, 2010). Methodologically I draw upon autobiographical writings of people of color (e.g., Anzaldúa, 1990; He, 2003, 2010; Anzaldúa & Keating, 2009; Moraga & Anzaldúa, 1983). I incorporate Spanish words into writing to capture the mestiza quality of my life. I italicize Spanish words and incorporate artwork, personal paintings, and poems throughout my dissertation. I use artwork, a powerful mode of expression, to convey feelings and thoughts that are hard to express with words. I collect daily talks and conversations with my family members, relatives, and any others who contribute to my life in Méjico and the United States to verify the accuracy of my rememoring (Morrison, 1987/2004). I integrate my reflections and historical narratives throughout my dissertation to provide contexts for and theorize my stories. Six meanings have emerged from my dissertation inquiry: (1) Re-memoring (Morrison, 1987/2004) takes pain and emotion but it catharizes and liberates from all forms of oppression. (2) The “New Mestiza” empowers myself, other Mexican American students and educators to raise critical consciousness about who we were, how we become who we are, and how we position ourselves in the changing and contested multicultural, multilingual, and multiracial world (Anzaldúa, 1987, 1990; Anzaldúa & Keating, 2009; Moraga & Anzaldúa, 1983). (3) Struggles of Mexican American immigrant families are part of their children’s life at home, in the community, and at school. (4) English-only policies deprive ELLs’ rights to maintain their cultural and linguistic heritages (Valdés, 2001; Murillo et al., 2010), deculturize students (Spring, 2016), subtract their schooling (Valenzuela; 2016), and eliminate their existence (Anzaldúa, 1987). (5) Incorporating poems, paintings (Bagley & Castro-Salazar, 2012), historical narratives and analysis helps articulate the struggles of Mexican Americans/Latinx which, helps develop cultural empathy towards immigrants. (6) Valuing the struggles of Mexican Americans/Latinx families and valuing their children’s funds of knowledge (González, Moll, & Amanti, 2005) help cultivate culturally inspiring learning environments (Valenzuela; 2016; He, Schultz, & Schubert, 2015) where teachers, parents, administrators and policy makers work together to develop culturally responsive, relevant, and sustaining pedagogies (Gay, 2000/2018; Ladson-Billings, 1994/2009: Paris & Alim, 2017) where all students have equal opportunities to reach their highest potential (Siddle-Walker, 1996). INDEX WORDS: Autobiographical narrative, Arts-based research, Paintings, Poetry, Immigrants, Bilingualism, Oppression, Multiculturalism, Critical pedagogy, Culturally responsive and Sustaining pedagogy, Identity, Language, Culture, and Power
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Keyword:
and Multicultural Education; and Power; Art Education; Arts-based Research; Autobiographical narrative; Bilingual; Bilingualism; Critical pedagogy; culturally responsive and Sustaining pedagogy; Culture; Early Childhood Education; Identity; Immigrants; Language; Multiculturalism; Multilingual; Oppression; Paintings; Poetry
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URL: https://digitalcommons.georgiasouthern.edu/etd/2199
https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=3362&context=etd
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Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom
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Probability of heritage language use at a supportive early childhood setting in Australia
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| 14 |
Από τις γλωσσικές πρακτικές στη γλωσσική πολιτική: Η περίπτωση ελληνικών και μεικτών ελληνικών οικογενειών στη Μ. Βρετανία ...
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Attentional Fluctuations, Cognitive Flexibility, and Bilingualism in Kindergarteners
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In: Behavioral Sciences ; Volume 9 ; Issue 5 (2019)
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Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills
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In: Graduate Theses and Dissertations (2019)
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| 17 |
The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population
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The Pomeranian child in early childhood education: can I speak my language here? ; A criança pomerana na educação infantil: posso falar minha língua aqui?
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In: Educação; Educação, v. 44, 2019 – Publicação contínua; e6/ 1-19 ; 1984-6444 (2019)
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"She did say it to me!": English as a lingua franca in a Viennese kindergarten
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Early years’ provision for young children in Wales: history, challenges, and the Welsh language
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 10 (2019) (2019)
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