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Senderos Familiares: Building Pedago...

Alvarez, Adriana.

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Senderos Familiares: Building Pedagogical Pathways to Advance Strength-Based Perspectives and Inclusive Family Engagement in Bilingual Classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Senderos Familiares: Building Pedagogical Pathways to Advance Strength-Based Perspectives and Inclusive Family Engagement in Bilingual Classrooms./
作者:	Alvarez, Adriana.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	170 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10269722
ISBN:	9781369785173

Senderos Familiares: Building Pedagogical Pathways to Advance Strength-Based Perspectives and Inclusive Family Engagement in Bilingual Classrooms.
Alvarez, Adriana.

Senderos Familiares: Building Pedagogical Pathways to Advance Strength-Based Perspectives and Inclusive Family Engagement in Bilingual Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 170 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--University of Colorado at Boulder, 2017.

1. Senderos familiares : The emergence, shaping and affirmation of emerging bilingual students and families' cultural identities through biliteracy family projects.

ISBN: 9781369785173Subjects--Topical Terms:

2122778
Bilingual education.

Senderos Familiares: Building Pedagogical Pathways to Advance Strength-Based Perspectives and Inclusive Family Engagement in Bilingual Classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Kathy Escamilla.
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520 $a 1. Senderos familiares : The emergence, shaping and affirmation of emerging bilingual students and families' cultural identities through biliteracy family projects.
520 $a This qualitative case study examined the elaboration process and artifacts of two biliteracy family projects created by parents and children working together. Data were collected in a first grade classroom with 22 Mexican-American emerging bilingual students and families. Key findings were emerging culturally simultaneous identities, parent facilitation of cultural simultaneity, and parental strategies to avoid cultural loss, providing insights to the ways children and families shape and enact identities and concurrent cultural knowledge as one within an adverse environment.
520 $a 2. Unveiling Language Bonds: An Examination of Linguistic Capital in the Interactions Between Parents and Children During the Creation of Biliteracy Family Projects.
520 $a This qualitative case study examined the interactions between parents and children during the process to create two biliteracy family projects. Six focal families were observed in their homes and family workshops in the classroom while creating the artifacts. This study was informed by a sociocultural linguistics and community cultural wealth framework to analyze interactions and emerging themes. Key findings include 1) parents were concerned with fostering their children's agency and transferring responsibility to them during the creation process 2) parents and children engaged in co-constructions from oral to written descriptions that followed a pattern of gradual complexity and 3) parents seized opportunities to embed life lessons in interactions. Findings from this study contribute to better understandings of linguistic capital among immigrant families and the ways it serves to transmit other forms of capital. This study also reveals the potential of methods and biliteracy practices that contribute to the operationalization of strength-based theory to practice that can offer educators insights into the richness and abundance of assets among immigrant families.
520 $a 3. Drawn and written funds of knowledge: A window into emerging bilingual children's experiences and social interpretations through their written narratives and drawings.
520 $a This qualitative study examines Mexican-American emerging bilingual children's depictions of their lives in the form of written narratives and drawings as a window into their own understandings and interpretations of social contexts and life experiences. Narratives and drawings were collected once a month in a first grade classroom during one school year in a Two-Way Dual Language school located in a border city that serves mostly Mexican-American students. Children's written and pictorial depictions of their experiences suggest they viewed their roles as valuable contributors to the family's well being. They used both multimodal semiotic systems to express their social understandings of family and community networks and their roles within them.
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