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Autor/inn/enPrado, Yenda; Ramos, Michelle N.; Peña, Elizabeth; Zavala, Jenny
TitelDual-Language Engagement: Concerted Cultivation of Spanish Use among Students, Teachers, and Parents
QuelleIn: Bilingual Research Journal, 45 (2022) 2, S.159-179 (21 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Prado, Yenda)
ORCID (Ramos, Michelle N.)
ORCID (Peña, Elizabeth)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1523-5882
DOI10.1080/15235882.2022.2105441
SchlagwörterBilingualism; Bilingual Teachers; Native Language; Second Language Learning; Second Language Instruction; Spanish; Language Usage; Kindergarten; Elementary School Students; Middle School Students; Case Studies; Parent Attitudes; Student Attitudes; Teacher Attitudes; Intervention; Guidelines; Classroom Observation Techniques; Classroom Communication; English (Second Language); Charter Schools; Parent Teacher Cooperation; Institutional Characteristics; State Legislation; Teaching Methods; Language Attitudes; Teacher Characteristics; Native Language Instruction; Principals; Administrator Attitudes; California
AbstractExploring parent, student, and teacher language moves is essential to develop and implement strategies that cultivate Spanish use in support of dual-language engagement. We used Lareau's concerted cultivation framework to explore language use at a K-8 dual-language immersion school. A case-study design integrating content analysis was used to analyze parent, teacher, and student interview and classroom observation data. Concerted cultivation of Spanish was evident across students' organization of daily life, language use, and institutional intervention. Parents and teachers' shared messaging revealed a synergistic dimension of concerted cultivation; serving as a model for supporting children's dual-language engagement. (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
Update2024/1/01
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