Transforming, Translanguaging, and Transcending Identities: Developing Culturally Responsive Educational Leadership

Autor/inn/en	Phillips, Ariadna; Genao, Soribel
Titel	Transforming, Translanguaging, and Transcending Identities: Developing Culturally Responsive Educational Leadership
Quelle	In: Intercultural Education, 34 (2023) 3, S.305-323 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Genao, Soribel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2023.2180619
Schlagwörter	Culturally Relevant Education; Code Switching (Language); Translation; Bilingualism; Student Attitudes; Public Schools; Secondary School Students; Grade 6; Grade 7; Grade 8; Computer Science; Spanish; Native Language; Cultural Awareness; Bilingual Education; English Language Learners; New York (New York) + Suchen Sie Ihr Suchwort? Bilingualismus; Schülerverhalten; Public school; Öffentliche Schule; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Informatik; Spanisch; Cultural identity; Kulturelle Identität; Bilingual teaching; Bilingualer Unterricht
Abstract	This study offers a review of existing research on translanguaging, inclusion, and computational literacies. It assesses existing school statistics and a student opinion survey released by the New York City Department of Education in Spring 2019 to investigate the attitudes and experiences of students at a public secondary school in the South Bronx that incorporates translanguaging into grades 6-8 computer science and Spanish courses given to most students. The findings of this study indicated that both Language Heritage Learner (LHL) and Non-Language Heritage Learner (NLHL) and perceived overall positive cultural responsiveness from the school community regarding their language identity in a setting where translanguaging exists (most notably in the Dual Language programme), but a minority of staff felt that they did not sufficiently incorporate considerations for cultural heritage and linguistic background into instruction. This study concludes with implications to further improve cultural responsiveness at the staff and administrative levels, the limitations of the study, and thoughts on further research on the issue of assessing whether culturally responsive education is accessible to neoindigenous student populations, particularly given that a citywide survey instrument facing hundreds of thousands of students throughout New York City does not specifically ask about language inclusivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01