Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner

Autor/in	Navarro Martell, Melissa Arabel
Titel	Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner
Quelle	In: Association of Mexican American Educators Journal, 15 (2021) 3, S.11-29 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Ethnography; Language Usage; Code Switching (Language); Spanish; English (Second Language); Second Language Learning; Native Language; Teaching Methods; Immigrants; English Language Learners; Grade 8; Grade 4; Mathematics Teachers; Science Teachers; Bilingual Teachers; Hispanic American Students; Course Content; Teacher Attitudes; Teacher Educators; Methods Courses; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Ethnografie; Sprachgebrauch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; School year 08; 8. Schuljahr; Schuljahr 08; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Kursprogramm; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung
Abstract	Language usage in US K-12 classrooms and beyond continues to be an issue of equity (Navarro Martell, 2021; Palmer et al., 2019). Teachers expect racialized students who appear to be Latinx to know and perform as if their native language is Spanish, mientras a otros se les celebra sus intentos de usar el espan~ol; otro idioma colonizador. Some educators know language can be used as a tool to teach content y que muchos adultos translenguamos mientras navegamos espacios profesionales y personales, not because of our lack of mastery of English or Spanish, pero porque tenemos la habilidad y el poder de navegar y vivir en varios idiomas. Entonces, why are many educators determined to force students to use only one language at a time cuando el translanguage es tan comu´n (Marti´nez et al., 2015)? This essay provides reflections and lessons learned of one immigrant, formerly labeled "English learner," who was once a fourth and eighth grade math and science dual language teacher. Inspired by critical autoethnography, this manuscript is written by a current math and science bilingual methods teacher educator and supporter of translanguaging in the P-20+ classroom. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: https://amaejournal.utsa.edu/index.php/AMAE/HOME
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01