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Between Cultural Erasure and Awareness: A Study of the Practices of Translation that Educational Institutions Implement to Communicate with Spanish-speaking Parents = = ENTRE LA BORRADURA CULTURAL Y LA CONCIENCIA: UN ESTUDIO DE LAS PRACTICAS DE TRADUCCION QUE LAS INSTITUCIONES EDUCATIVAS IMPLEMENTAN PARA COMUNICARSE CON LOS PADRES DE HABLA ESPANOLA.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Between Cultural Erasure and Awareness: A Study of the Practices of Translation that Educational Institutions Implement to Communicate with Spanish-speaking Parents =/
其他題名:	ENTRE LA BORRADURA CULTURAL Y LA CONCIENCIA: UN ESTUDIO DE LAS PRACTICAS DE TRADUCCION QUE LAS INSTITUCIONES EDUCATIVAS IMPLEMENTAN PARA COMUNICARSE CON LOS PADRES DE HABLA ESPANOLA.
作者:	Megenney, George L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	246 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27955747
ISBN:	9798641838991

Between Cultural Erasure and Awareness: A Study of the Practices of Translation that Educational Institutions Implement to Communicate with Spanish-speaking Parents = = ENTRE LA BORRADURA CULTURAL Y LA CONCIENCIA: UN ESTUDIO DE LAS PRACTICAS DE TRADUCCION QUE LAS INSTITUCIONES EDUCATIVAS IMPLEMENTAN PARA COMUNICARSE CON LOS PADRES DE HABLA ESPANOLA.
Megenney, George L.

Between Cultural Erasure and Awareness: A Study of the Practices of Translation that Educational Institutions Implement to Communicate with Spanish-speaking Parents =ENTRE LA BORRADURA CULTURAL Y LA CONCIENCIA: UN ESTUDIO DE LAS PRACTICAS DE TRADUCCION QUE LAS INSTITUCIONES EDUCATIVAS IMPLEMENTAN PARA COMUNICARSE CON LOS PADRES DE HABLA ESPANOLA. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 246 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--California State University, Stanislaus, 2020.

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

Due to a steady growth of a non-English speaking, Latinx population within the United States, federal policies (Elementary and Secondary Education Act in 1965 and reauthorization of the No Child Left Behind Act of 2001, Every Student Succeeds Act in 2015) have mandated that schools provide non-English speaking parents with translation services. Effective communication with Spanish-speaking parents is crucial to guarantee the success of formal educational practices. If schools do not adequately establish trustworthy communication with their stakeholders, meaningful parental involvement is impossible. Translation, previously ignored as a substantive issue, now constitutes a crucial school practice to examine. This constructivist, pragmatic case study explores the processes of English-to-Spanish translation utilized by a small, rural school district in the Central Valley of California. Document analysis, focus groups, and interviews yielded data that resulted in four themes that explain the socio-cultural construction of translation practices within the school setting: (1) the challenges of translation in the school settings, (2) the complexity of the process of translation, (3) bilingualism as a professional expertise, and (4) the legitimization of bilingualism in the school culture.

ISBN: 9798641838991Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Bilingual paraprofessionals

Between Cultural Erasure and Awareness: A Study of the Practices of Translation that Educational Institutions Implement to Communicate with Spanish-speaking Parents = = ENTRE LA BORRADURA CULTURAL Y LA CONCIENCIA: UN ESTUDIO DE LAS PRACTICAS DE TRADUCCION QUE LAS INSTITUCIONES EDUCATIVAS IMPLEMENTAN PARA COMUNICARSE CON LOS PADRES DE HABLA ESPANOLA.
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245 1 0 $a Between Cultural Erasure and Awareness: A Study of the Practices of Translation that Educational Institutions Implement to Communicate with Spanish-speaking Parents = $b ENTRE LA BORRADURA CULTURAL Y LA CONCIENCIA: UN ESTUDIO DE LAS PRACTICAS DE TRADUCCION QUE LAS INSTITUCIONES EDUCATIVAS IMPLEMENTAN PARA COMUNICARSE CON LOS PADRES DE HABLA ESPANOLA.
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520 $a Due to a steady growth of a non-English speaking, Latinx population within the United States, federal policies (Elementary and Secondary Education Act in 1965 and reauthorization of the No Child Left Behind Act of 2001, Every Student Succeeds Act in 2015) have mandated that schools provide non-English speaking parents with translation services. Effective communication with Spanish-speaking parents is crucial to guarantee the success of formal educational practices. If schools do not adequately establish trustworthy communication with their stakeholders, meaningful parental involvement is impossible. Translation, previously ignored as a substantive issue, now constitutes a crucial school practice to examine. This constructivist, pragmatic case study explores the processes of English-to-Spanish translation utilized by a small, rural school district in the Central Valley of California. Document analysis, focus groups, and interviews yielded data that resulted in four themes that explain the socio-cultural construction of translation practices within the school setting: (1) the challenges of translation in the school settings, (2) the complexity of the process of translation, (3) bilingualism as a professional expertise, and (4) the legitimization of bilingualism in the school culture.
520 $a Debido al crecimiento constante de una poblacion latina que no habla ingles, dentro de los Estados Unidos, las politicas federales (Ley de educacion primaria y secundaria en 1965 y la reautorizacion de la Ley No Child Left Behind de 2001, la Ley de exito de todos los estudiantes en 2015) han ordenado que las escuelas brinden servicios de traduccion a los padres que no hablan ingles. La comunicacion efectiva con los padres de habla hispana es crucial para garantizar el exito de las practicas educativas formales. Si las escuelas no establecen adecuadamente una comunicacion confiable con sus partes interesadas, es imposible la participacion significativa de los padres. La traduccion, anteriormente ignorada como un tema sustantivo, ahora constituye una practica escolar crucial para examinar. Este estudio de caso constructivista y pragmatico explora los procesos de traduccion del ingles al espanol utilizados por un pequeno distrito escolar rural en el Valle Central de California. El analisis de documentos, los grupos focales y las entrevistas arrojaron datos que dieron como resultado cuatro temas que explican la construccion sociocultural de las practicas de traduccion dentro del entorno escolar: (1) los desafios de la traduccion en los entornos escolares, (2) la complejidad del proceso de traduccion, (3) el bilinguismo como experiencia profesional y (4) la legitimacion del bilinguismo en la cultura escolar.
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