Exploring Instructional Practices in a Spanish/English Bilingual Classroom through "Sitios y Lenguas" and "Testimonio"

Autor/inn/en	Romero, Gabriela; DeNicolo, Christina Passos; Fradkin, Claudia
Titel	Exploring Instructional Practices in a Spanish/English Bilingual Classroom through "Sitios y Lenguas" and "Testimonio"
Quelle	In: Urban Review: Issues and Ideas in Public Education, 48 (2016) 3, S.440-462 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-016-0362-0
Schlagwörter	Hispanic Americans; Feminism; Qualitative Research; Case Studies; Grade 1; Spanish; English; Bilingual Education; Interviews; Teacher Attitudes; Program Effectiveness; Classroom Environment; Language Usage; Cultural Influences + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Feminismus; Qualitative Forschung; Case study; Fallstudie; Case Study; School year 01; 1. Schuljahr; Schuljahr 01; Spanisch; English language; Englisch; Bilingual teaching; Bilingualer Unterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Klassenklima; Unterrichtsklima; Sprachgebrauch; Cultural influence; Kultureinfluss
Abstract	Drawing from Chicana feminist perspectives and Pérez ("Living Chicana theory." Third Woman Press, Berkeley, pp 87-101, 1998) theories of "sitios y lenguas" (space and discourses) the authors reposition understandings of teaching and learning through a qualitative case study of a first grade Spanish/English bilingual classroom. Through analysis of field notes, interviews, and the teacher's "testimonio", the authors examine how "sitios y lenguas" functions as a tool to identify ways that home languages and cultural backgrounds are valued resources for learning in one bilingual classroom. Findings show how theorizing classroom spaces ("sitios") and the interchange of languages ("lenguas") counters hegemonic discourses by providing a narrative that reclaims knowledge production of bilingual and bicultural communities (Anzaldúa in "Borderlands/La frontera: the new mestizo." Aunt Lute Press, San Francisco, 1987: Darder in "Latinos and education: a critical reader." Routledge, New York, pp 331-350, 1997; Villenas in "Chicana/Latina education in everyday life: feminista perspectives on pedagogy and epistemology." State University Press, New York, pp 1-10, 2006). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01