Transformative Practices in Portuguese Lower-Division Classes in Northern California: Student Engagement and Community Contributions

Autor/in	Fernandes, Eugênia Magnólia da Silva
Titel	Transformative Practices in Portuguese Lower-Division Classes in Northern California: Student Engagement and Community Contributions
Quelle	In: Hispania, 104 (2021) 1, S.21-26 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Portuguese; Second Language Learning; Second Language Instruction; Transformative Learning; Social Justice; Universities; Immigrants; Disproportionate Representation; College Second Language Programs; History; Language Teachers; Teacher Role; Language Usage; Pandemics; COVID-19; Diversity; Public Policy; Undocumented Immigrants; Minority Groups; African Americans; Blacks; American Indians; Quality of Life; Consciousness Raising; Undergraduate Students; California + Suchen Sie Ihr Suchwort? Portugiesischunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Pädagogische Transformation; Soziale Gerechtigkeit; University; Universität; Immigrant; Immigrantin; Immigranten; Geschichte; Geschichtsdarstellung; Language teacher; Sprachunterricht; Lehrerrolle; Sprachgebrauch; Öffentliche Ordnung; Illegaler Aufenthalt; Ethnische Minderheit; Afroamerikaner; Black person; Schwarzer; American Indian; Indianer; Lebensqualität; Bewusstseinsbildung; Kalifornien
Abstract	Based on practical reflections on the role of language educators and Portuguese language learners in diasporic communities in the state of California, this short-form article shares academic contributions from the Luso-Brazilian Studies Program at the University of California, Davis, to underrepresented groups in Lusophone communities amidst the pandemic, observing Dynamic usage-based theories, Differentiation, and Community-based teaching as pillars for social justice in language development. The discussion includes a brief history of the diversity of Lusophone immigrant communities in California, how government policies and the pandemic have affected undocumented immigrants, and analogous encounters that Black, Indigenous, and People of Color (BIPOC) face in the United States of America and Latin America. Lastly, classroom projects present how to promote awareness among students so that they can improve the quality of life in communities that face structural discrimination, find their voices, and advocate through transformative language learning. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01