Identity and Literacy Practices in a Bilingual Classroom: An Exploration of Leveraging Community Cultural Wealth

Autor/in	Lynch, Anissa Wicktor
Titel	Identity and Literacy Practices in a Bilingual Classroom: An Exploration of Leveraging Community Cultural Wealth
Quelle	In: Bilingual Research Journal, 41 (2018) 2, S.117-132 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1452312
Schlagwörter	Grade 3; Elementary School Teachers; Elementary School Students; Foreign Countries; Case Studies; Transitional Programs; Literacy Education; Bilingual Education; Bilingualism; Cultural Capital; Bilingual Students; Qualitative Research; Student Development; Teacher Student Relationship; Cuba; Texas + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Case study; Fallstudie; Case Study; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kuba
Abstract	This case study focused on transitional bilingual class and explored connections between the literacy practices co-constructed in this figured world and one student's developing identity. Yanet, a newcomer student from Cuba, was encouraged to draw on community cultural wealth to support her own and her classmates' language, literacy and identity development. Over time she figured an identity as an expert helping her to develop self-efficacy and a positive academic identity. Yanet's teacher played a critical role in establishing the norms of the figured world and her success in leveraging community cultural wealth during literacy practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01