Cultural Artifacts: Using "Sylvia and Aki" for Opening up Authoring Spaces

Autor/inn/en	López, Minda Morren; Ynostroza, Adeli; Fránquiz, María E.; Curiel, Lucía Cárdenas
Titel	Cultural Artifacts: Using "Sylvia and Aki" for Opening up Authoring Spaces
Quelle	In: Bilingual Research Journal, 38 (2015) 2, S.190-206 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2015.1068243
Schlagwörter	Masters Programs; Bilingual Teachers; Novels; Bilingual Education; Elementary School Teachers; Code Switching (Language); Ethnicity; Historians; Authors; Self Concept; Language Arts; Social Studies; Elementary School Students; Curriculum; Program Descriptions; Teacher Education Programs; Ethnography; Participant Observation; Discourse Analysis; Qualitative Research; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Novel; Roman; Bilingual teaching; Bilingualer Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnizität; Historian; Historiker; Author; Autor; Autorin; Selbstkonzept; Sprachkultur; Gemeinschaftskunde; Curricula; Lehrplan; Rahmenplan; Ethnografie; Teilnehmende Beobachtung; Diskursanalyse; Qualitative Forschung
Abstract	Classrooms of teachers who participated in Proyecto Bilingüe, a cohort-based master's degree program, used the historical novel, "Sylvia and Aki". The research question was: What spaces for authoring were created when using "Sylvia and Aki" in the figured worlds of bilingual elementary classrooms? The first theme in relation to ways students authored their identities is evoking collective memory. Specifically, "proverbios," "dichos," "consejos," and translanguaging facilitated the authoring of personal and collective histories. The second theme was the authoring of new identities, specifically ethnic, writer, and historian identities. Through prolonged study in an integrated language arts and social studies curriculum, teachers created spaces where their bilingual students valued their own personal experiences and those of subjugated communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01