Translingual Partners in Early Childhood Elementary-Education: Pedagogies on Linguistic and Cognitive Engagement. Critical Studies of Latinxs in the Americas

Autor/inn/en	Arreguín-Anderson, María Guadalupe; Alanís, Iliana
Titel	Translingual Partners in Early Childhood Elementary-Education: Pedagogies on Linguistic and Cognitive Engagement. Critical Studies of Latinxs in the Americas
Quelle	(2019), (220 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-4938-2
Schlagwörter	Bilingual Education; Early Childhood Education; Cooperative Learning; Developmentally Appropriate Practices; Social Justice; Hispanic American Students; Critical Theory; Teaching Methods; Learning Processes; Bilingualism; Cultural Capital; Second Language Learning; Spanish; English (Second Language); Intercultural Communication; Code Switching (Language); Bilingual Teachers; Preschool Children; Elementary School Students; Guidelines; Language Proficiency; Cognitive Style; Academic Ability; Partnerships in Education + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kooperatives Lernen; Entwicklungsbezogene Bildung; Soziale Gerechtigkeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bilingualismus; Zweitsprachenerwerb; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Richtlinien; Language skill; Language skills; Sprachkompetenz; Cognitive styles; Kognitiver Stil; Hochschulpartnerschaft
Abstract	This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children's linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and César Chávez's partnership is portrayed in terms of their agency, impact, and connectedness with the community. [Foreword by Ofelia García.] (As Provided).
Anmerkungen	Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01