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A Community Cultural Capital Approac...

Cervera, Ofelia.

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A Community Cultural Capital Approach: Bilingual Teachers' Perceptions and Impact in their Dual Language Immersion Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Community Cultural Capital Approach: Bilingual Teachers' Perceptions and Impact in their Dual Language Immersion Classroom./
Author:	Cervera, Ofelia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	175 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11017254

A Community Cultural Capital Approach: Bilingual Teachers' Perceptions and Impact in their Dual Language Immersion Classroom.
Cervera, Ofelia.

A Community Cultural Capital Approach: Bilingual Teachers' Perceptions and Impact in their Dual Language Immersion Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 175 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ed.D.)--University of Southern California, 2018.

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

This study applies the community cultural capital framework and sociocultural framework on learning to teach to describe bilingual teachers' perceptions of the most effective practices in educating culturally and linguistically diverse students. The purpose of this study is to inform practice and contribute to the research where data is lacking, by exploring bilingual teachers' perception of the impact of their approach on learning and language acquisition in their dual language immersion classrooms. This qualitative study selected one public elementary school and interviewed eight bilingual teachers: six teachers in the primary grades (K-2) and two teachers in the upper grades (3-6). Findings resulted in themes aligned with six forms of community cultural capital: aspirational, linguistic, familial, social, navigational, and resistant. The results provided data on effective teaching and learning pedagogies used in dual language immersion classrooms by bilingual teachers and connected las maestras cultural and linguistic background to the application of teaching and learning pedagogies to impact student learning and outcomes. Three main implications of practice drawn from this study were establishing a committed dual language pedagogical plan for curriculum and instruction, building sociocultural competence in dual language students, and last providing professional development that is focused on the needs of bilingual teachers.Subjects--Topical Terms:

3172512
Foreign language education.

A Community Cultural Capital Approach: Bilingual Teachers' Perceptions and Impact in their Dual Language Immersion Classroom.
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245 1 0 $a A Community Cultural Capital Approach: Bilingual Teachers' Perceptions and Impact in their Dual Language Immersion Classroom.
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500 $a Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
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500 $a Advisor: Crawford, Jenifer.
502 $a Thesis (Ed.D.)--University of Southern California, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a This study applies the community cultural capital framework and sociocultural framework on learning to teach to describe bilingual teachers' perceptions of the most effective practices in educating culturally and linguistically diverse students. The purpose of this study is to inform practice and contribute to the research where data is lacking, by exploring bilingual teachers' perception of the impact of their approach on learning and language acquisition in their dual language immersion classrooms. This qualitative study selected one public elementary school and interviewed eight bilingual teachers: six teachers in the primary grades (K-2) and two teachers in the upper grades (3-6). Findings resulted in themes aligned with six forms of community cultural capital: aspirational, linguistic, familial, social, navigational, and resistant. The results provided data on effective teaching and learning pedagogies used in dual language immersion classrooms by bilingual teachers and connected las maestras cultural and linguistic background to the application of teaching and learning pedagogies to impact student learning and outcomes. Three main implications of practice drawn from this study were establishing a committed dual language pedagogical plan for curriculum and instruction, building sociocultural competence in dual language students, and last providing professional development that is focused on the needs of bilingual teachers.
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