Repositioning Biliteracy as Capital for Learning: Lessons from Teacher Preparation at the US-Mexico border

Autor/inn/en	Smith, Patrick Henry; Murillo, Luz A.
Titel	Repositioning Biliteracy as Capital for Learning: Lessons from Teacher Preparation at the US-Mexico border
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 26 (2013) 3, S.301-323 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2012.762473
Schlagwörter	Bilingualism; Literacy; Spanish; English (Second Language); Second Language Learning; Human Capital; Teaching Methods; Teacher Education; Interviews; Grounded Theory; Bilingual Education; Student Attitudes; Teacher Attitudes; Preservice Teachers; Autobiographies; Qualitative Research; Texas + Suchen Sie Ihr Suchwort? Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Humankapital; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Bilingual teaching; Bilingualer Unterricht; Schülerverhalten; Lehrerverhalten; Autobiography; Autobiografie; Autobiographie; Qualitative Forschung
Abstract	This study explores biliteracy as understood and practiced in school and community contexts in a particular region of the US-Mexico borderlands, the Rio Grande Valley of southeast Texas. Drawing on capital theory, we contrast the ambivalent perceptions of Spanish/English biliteracy held by local pre-service and in-service educators with biliterate practices that are highly visible in the border communities where they live and teach. One objective of the study is to describe the diglossic nature of bilingualism and biliteracy in the Valley as a context for learning and teaching. We highlight patterns of overlap and difference in the ways that biliteracy is positioned in and out of school in this remarkably bilingual region, and we apply theories of human capital to interpret these patterns. A second objective is to share pedagogies for repositioning biliteracy through teacher education and to suggest directions for further research. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10