Download or read book Year One at City High School An Ethnographic Study of Heritage Language Learners at an Innovative Charter School written by Kimberly Adilia Helmer and published by . This book was released on 2007 with total page 798 pages. Available in PDF, EPUB and Kindle. Book excerpt: Packer and Goicoechea (2000) and Wortham (2006) propose that academic learning is both personal and social transformation. This transformation is continuously negotiated through classroom interaction and curricular choices. The current ethnographic study of an urban southwestern charter high school investigates academic learning in two contexts: a Spanish heritage-language (SHL) class and a humanities class. The study examines Mexican-origin students' resistance to studying their ancestral language. From the first day of their SHL class, students refused to speak Spanish (despite their proficiency), rejected published Spanish-language materials, and acted out. Student resistance was rooted in their perceived lack of relevant tasks and materials, teacher-respect for their home language and culture, and student belief that learning"proper Spanish"could threaten social and familial relationships (see also Fordham & Ogbu, 1986; Labov, 1972a; Mehan, Hubbard, & Villanueva, 1994). The resistance of the heritage language learners contrasts sharply with the engagement of the same students in their Humanities course in which students connect enthusiastically with subject matter and instructor. Findings suggest that engagement was fostered through the teacher's strict adherence to the principles of place-based learning (Gruenewald, 2003a, 2003b), critical democratic pedagogy (Shor, 1992), and the instructor's teacher ethos. Latinos have the greatest high school dropout rate in the United States while simultaneously being the largest growing demographic group (Carreira, 2003;"US Census Report, "2004; Waggoner, 2000). The pairing of these two statistics should draw alarm. Thus the study of Latino student engagement and resistance to academic learning is crucial for understanding this problem as well as exploring what pedagogies hold most promise. In terms of HL instruction, analyses reveal that a critical place-based approach to heritage-language instruction holds such promise.

Download or read book Community Service Learning for Spanish Heritage Learners written by Kelly Lowther Pereira and published by John Benjamins Publishing Company. This book was released on 2018-12-15 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book proposes community service-learning as a critical pedagogy that connects learners and communities to address key challenges in heritage language education. The book’s purpose is two-fold: to fill a crucial gap in empirical research on community service-learning in the heritage language context, as well as to provide language educators and practitioners essential guidelines for designing community service-learning courses, with particular attention paid to the characteristics and needs of Spanish heritage language learners. This book presents compelling evidence demonstrating the central role community service-learning plays in developing heritage language learners’ identities, connections to the heritage language community, language attitudes, and social, cultural, and sociolinguistic awareness. Importantly, this book also addresses the often-overlooked perspectives of community partners and liaisons. As the first original research monograph on community service-learning for Spanish heritage language learners, this pioneering book will undoubtedly aid students, instructors and administrators across all levels of language education.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Culturally Relevant Pedagogy written by Lisa Scherff and published by R&L Education. This book was released on 2010-12-16 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors in this edited volume reflect on their experiences with culturally relevant pedagogy_as students, as teachers, as researchers_and how these experiences were often at odds with their backgrounds and/or expectations. Each of the authors speaks to the complexity and difficulty in attempting to address students' cultures, create learning experiences with relevance to their lives and experiences, and enact pedagogies that promote academic achievement while honoring students. At the same time, every author shows the clashes and confrontations that can arise between and among students, teachers, parents, administrators, and educational policies.

Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Education for Multilingual and English Learner Students written by and published by . This book was released on 2020-11 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Kisisi Our Language written by Perry Gilmore and published by John Wiley & Sons. This book was released on 2015-08-13 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognized as a finalist for the CAE 2018 Outstanding Book Award! Part historic ethnography, part linguistic case study and part a mother’s memoir, Kisisi tells the story of two boys (Colin and Sadiki) who, together invented their own language, and of the friendship they shared in postcolonial Kenya. Documents and examines the invention of a ‘new’ language between two boys in postcolonial Kenya Offers a unique insight into child language development and use Presents a mixed genre narrative and multidisciplinary discussion that describes the children’s border-crossing friendship and their unique and innovative private language Beautifully written by one of the foremost scholars in child development, language acquisition and education, the book provides a seamless blending of the personal and the ethnographic The story of Colin and Sadiki raises profound questions and has direct implications for many fields of study including child language acquisition and socialization, education, anthropology, and the anthropology of childhood

Download or read book Parents and Teachers Views about Heritage Languages at Home and in School written by Ana Paula Márquez Lavine and published by . This book was released on 2011 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Moving to a new country presents many challenges to families; one of them being the preservation of their language and cultural values. ESL teachers across the United States encounter these issues in their classrooms and deal with them in different ways. The present thesis explores the feelings and experiences of four bicultural and bilingual families, as well as the approaches and teaching philosophies of three ESL teachers working with speakers of heritage languages. As per the guidelines to ethnographic research (TESOL, 20 l l), the present research provides a historical background as well as contextual information in regards to heritage language transfer and immigrant inclusion in schools throughout America. As an aspiring ESL teacher, recent immigrant, and mother, the researcher will share her insights and interpretations on the various facets of this very current issue"--Document.

Download or read book Promoting Heritage Language in Northwest Russia written by Laura Siragusa and published by Routledge. This book was released on 2017-10-19 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume illustrates how language revival movements in Russia and elsewhere have often followed a specific pattern of literacy bias in the promotion of a minority’s heritage language, partly neglecting the social and relational aspects of orality. Using the Vepsian Renaissance as an example, this volume brings to the surface a literacy-orality dualism new to the discussion around revival movements. In addition to the more-theoretically oriented scopes, this book addresses all the actors involved in revival movements including activists, scholars and policy-makers, and opens a discussion on literacy and orality, and power and agency in the multiple relational aspects of written and oral practices. This study addresses issues common to language revival movements worldwide and will appeal to researchers of linguistic anthropology, sociolinguistics, education and language policy, and culture studies.

Download or read book Heritage Language Learning and Self identity written by Xiunan Jin and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Many immigrant families (most of whom are minorities) are concerned with the first language (L1) maintenance of their children living in a new country. Some of them still use their mother-language at home and go to the heritage language school weekly to learn heritage language (HL) and cultural traditions. Meanwhile, some of them lose their chance to learn or use their heritage language because of the low exposure of mother-language in the environment of majority language and culture. In this study, I aim to research factors that impact heritage language learning by analyzing interview data from four subjects, two American-born Chinese, one American-born Korean, and one Chinese-born ethnic Koreans, to understand the relationship between HL learning and self-identity. The goal of this study is to contribute to curriculum and pedagogy design for HL learning. The results show that parental and family involvement play a big role of HL language learning. School climates effect ones cultural identity as well. The qualitative analysis also indicates that ones HL language proficiency do not positively correlate to his/her cultural identity because of the intricate relationship between identity construction and HL learning.

Download or read book Grant for Elementary and Secondary Education written by and published by . This book was released on 2000 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Shifting Purpose and Audience of Community Based Heritage Language Education Making Space for Mixed Heritage Families written by Malgorzata Borowczyk and published by . This book was released on 2021 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation explores the construction of the “mixed-heritage” category in Polish community-based heritage language education (HLE) and its effect on school purposes and school operations. As the number of heritage language speakers in the US who identify with multiple ethnicities grows (Parker et al., 2015; Alba et al., 2018), the community-based language programs that serve these students often struggle to redefine who and what should be included in the version of heritage they aim to transmit. At the same time, families whose backgrounds fall outside of monoracial or monocultural norms often struggle to find their place within educational institutions that protect static notions of cultural identity (Francis et al., 2009; Doerr & Lee, 2016). The increased visibility of families with multiple heritage affiliations in HL schools underscores the need for research on how these schools conceptualize this demographic shift, and how they understand their responsibility to this group of students and to their diasporic community more broadly. Complementary to that goal is the need for research on how different groups involved in HLE, namely families representing different heritage backgrounds (i.e. single vs. multiple heritage affiliations) and different immigrant generations understand their place within the HLE system and how their experience is affected by educators’ constructions of essentialized vs “mixed” identities. To date, very few studies have explored the intersection of mixedness and HL development (Pao et al., 1997; Shin, 2010; Tsai et al., 2021) and none have specifically focused on how the notion of mixedness functions with a community-based HLE context.Therefore, this study explores how recent demographic shifts within the Polish-American community have influenced the renegotiation of purpose and audience in Polish HLE, and how stakeholders’ understandings of cultural purity, authenticity, patriotism, and mixedness impacted the experience of families positioned within and outside of normative identity categories. Taking an ethnographic approach, I conducted classroom observations within a focal Polish HL school, completed interviews with school administrators, teachers, and parents, and analyzed policy and promotional documents from three key Polish HLE institutions in order to understand how institutions and stakeholders construct the intended purpose and audience of Polish HLE, and how they respond to demographic changes within the student population.Findings suggest that central Polish HLE institutions and HL school leadership share a protective orientation towards Polish community identity, which seeks to ensure cultural survival through safeguarding against outside influence, erasing internal diversity, and counteracting historically negative portrayals of the community. Within this orientation, families constructed as mixed along ethnic, racial, or religious boundaries are often also positioned as unpatriotic, driven primarily by neoliberal concerns, culturally deprived, and disruptive in their need to have community-based HLE fulfill the primary role in Polish linguistic and cultural transmission. However, an alternative, minority view among educators and parents is one of ensuring cultural survival through recognizing internal diversity and cultivating civic responsibility for the local and transnational HL community. Within this storyline, mixed-heritage students and families are constructed as possessing significant cultural capital, though it is often acknowledged that the school is not yet prepared to meet their instructional needs. Overall, the school showed resistance to demographic change through practices of avoidance and silencing around salient axes of difference. However, it also took curricular action to address growing linguistic diversity by employing new textbooks and new teaching methods. I discuss the implications of these findings for the field of heritage language education and for heritage language programs aiming to create a more inclusive environment for their students. This dissertation presents a step forward towards systematically investigating how discursive mechanisms of inclusion and exclusion impact mixed-heritage families involved in HLE, and I hope it sets the stage for more research on the nuances of the mixed-heritage experience in HLE and on the challenges and opportunities of community identity shift in HL schools.

Download or read book Bold Plans for School Restructuring written by Sam Stringfield and published by Psychology Press. This book was released on 1996 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

Download or read book Culturally Sustaining Pedagogies written by Django Paris and published by Teachers College Press. This book was released on 2017 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley

Download or read book Lessons Learned from Blended Programs written by Richard E. Ferdig and published by . This book was released on 2012-10-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: