Siting Biliteracy in New Mexican Borderlands

Autor/inn/en	Ibarra Johnson, Susana; García, Ofelia
Titel	Siting Biliteracy in New Mexican Borderlands
Quelle	In: Journal of Latinos and Education, 22 (2023) 5, S.1913-1928 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2022.2066105
Schlagwörter	Bilingual Teachers; Bilingual Education; Hispanic Americans; Spanish; Language Arts; Instructional Design; Code Switching (Language); Translation; Bilingualism; Elementary Education; New Mexico + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Hispanic; Hispanoamerikaner; Spanisch; Sprachkultur; Lesson concept; Lessonplan; Unterrichtsentwurf; Bilingualismus; Elementarunterricht
Abstract	A Participatory Design Research (PDR) conducted with fifteen Chicana dual language bilingual teachers in New Mexico focused on expanding their understandings of their own translanguaging, so as to transform their concept of biliteracy and design their biliteracy instruction as a site for resistance and transformation of bilingual marginalized students. After reviewing how translanguaging shapes understandings of biliteracy, and describing the intervention done with the teachers, one teacher's emerging transformative stance toward biliteracy is highlighted, as she co-designs a borderland biliteracy unit within her Spanish Language Arts curriculum. The article shows how this teacher's instructional design impacts the students' biliterate learning by highlighting the work and writing of one student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01