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Rethinking Dual Language Bilingual Education Pedagogies for Spanish Heritage Speakers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Rethinking Dual Language Bilingual Education Pedagogies for Spanish Heritage Speakers./
Author:	Martin Corredor, Lina Mallerly.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	254 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28717956
ISBN:	9798538137190

Rethinking Dual Language Bilingual Education Pedagogies for Spanish Heritage Speakers.
Martin Corredor, Lina Mallerly.

Rethinking Dual Language Bilingual Education Pedagogies for Spanish Heritage Speakers. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 254 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--The University of Texas at San Antonio, 2021.

This item must not be sold to any third party vendors.

The purpose of this case study was to explore 1) the relationships between a Spanish heritage speaker's Discourses used in the school and home settings in an elementary Dual Language Bilingual Education (DLBE) context, and 2) how a DLBE teacher promotes or constrains the SHS's heritage Discourses to engage in learning in an elementary school. This qualitative case study was conceptually based on sociocultural understanding of "academic" Discourses and home Discourses. Additionally, I used a culturally sustaining pedagogies framework to explore the case of a Spanish heritage speaker (SHS) from Mexico studying in a DLBE elementary school. Methodologically, I employed a case study approach to qualitative study as the design of this research study. The phenomenon analyzed was the Discourses (Gee, 2008) that this SHS enacted in the home and DLBE school contexts in Texas. Findings demonstrated a multiplicity of ways in which the Spanish heritage speaker developed and expanded a hybrid, interconnected and dialogical Discourse repertoire. Some of these home Discourses can be associated with school and professional literacies, practices and knowledges. Additionally, findings demonstrate how DLBE classrooms can become sites of empowerment and pluralism and, simultaneously, spaces of repression (Yosso, 2005). I provide a discussion about the demystification of the notion of "academic" Discourses. Furthermore, I discuss implications for teaching, teacher education as well as curriculum and policy making.

ISBN: 9798538137190Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Academic discourses

Rethinking Dual Language Bilingual Education Pedagogies for Spanish Heritage Speakers.
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245 1 0 $a Rethinking Dual Language Bilingual Education Pedagogies for Spanish Heritage Speakers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 254 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
500 $a Advisor: Henderson, Kathryn I.;Bustos Flores, Belinda.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this case study was to explore 1) the relationships between a Spanish heritage speaker's Discourses used in the school and home settings in an elementary Dual Language Bilingual Education (DLBE) context, and 2) how a DLBE teacher promotes or constrains the SHS's heritage Discourses to engage in learning in an elementary school. This qualitative case study was conceptually based on sociocultural understanding of "academic" Discourses and home Discourses. Additionally, I used a culturally sustaining pedagogies framework to explore the case of a Spanish heritage speaker (SHS) from Mexico studying in a DLBE elementary school. Methodologically, I employed a case study approach to qualitative study as the design of this research study. The phenomenon analyzed was the Discourses (Gee, 2008) that this SHS enacted in the home and DLBE school contexts in Texas. Findings demonstrated a multiplicity of ways in which the Spanish heritage speaker developed and expanded a hybrid, interconnected and dialogical Discourse repertoire. Some of these home Discourses can be associated with school and professional literacies, practices and knowledges. Additionally, findings demonstrate how DLBE classrooms can become sites of empowerment and pluralism and, simultaneously, spaces of repression (Yosso, 2005). I provide a discussion about the demystification of the notion of "academic" Discourses. Furthermore, I discuss implications for teaching, teacher education as well as curriculum and policy making.
590 $a School code: 1283.
650 4 $a Bilingual education. $3 2122778
650 4 $a Education. $3 516579
650 4 $a Language. $3 643551
650 4 $a Curriculum development. $3 684418
650 4 $a Education policy. $3 2191387
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653 $a Home discourses
653 $a Spanish Heritage Speakers
653 $a Dialogical discourse
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710 2 $a The University of Texas at San Antonio. $b Bicultural-Bilingual Studies. $3 1043821
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