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Autor/inn/enMorales, P. Zitlali; Hartman, Paul William
TitelPositioning Spanish-Language and African American Language (AAL) Speakers as Knowledgeable and Valuable Contributors in the Language Arts Classroom
QuelleIn: Theory Into Practice, 58 (2019) 3, S.236-245 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0040-5841
DOI10.1080/00405841.2019.1607654
SchlagwörterSpanish; Black Dialects; Language Arts; Language Minorities; Elementary School Students; English (Second Language); Second Language Learning; Language Usage; Language of Instruction; Bilingual Education Programs
AbstractWe utilize positioning theory to analyze language use within two different language program models in elementary language arts classrooms. We explore how the positioning of minoritized languages as valuable facilitates the use of students' home languages in classrooms and allows us to examine the connections between language, identity, and power. Additionally, through the use of positioning theory alongside language learning theory, we recognize the importance of supporting students' heritage language use, including nonstandard language varieties, in classroom settings. In the dual language (DL) classroom, we see how the teacher positions the Spanish language as valuable and worthy of learning. In the English as a Second Language (ESL) classroom, the teacher positions African American Language (AAL) as worthy of study and inclusion in the curriculum and promotes the use of AAL within the poetry unit. Finally, we identify tensions that can emerge for teachers in different sociopolitical contexts within each of these language learning models. (As Provided).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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