서브메뉴
검색
A Language Policy Ethnography of Latine Families Navigating the Transition From a TWBE Elementary School to Middle School
A Language Policy Ethnography of Latine Families Navigating the Transition From a TWBE Elementary School to Middle School
Detailed Information
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152642
- ISBN
- 9798384051077
- DDC
- 371.97
- 서명/저자
- A Language Policy Ethnography of Latine Families Navigating the Transition From a TWBE Elementary School to Middle School
- 발행사항
- [Sl] : University of Colorado at Boulder, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 187 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Palmer, Deb.
- 학위논문주기
- Thesis (Ph.D.)--University of Colorado at Boulder, 2024.
- 초록/해제
- 요약This study is a language policy ethnography of the families of four Latina fifth-grade students at a TWBE elementary school as they transition to middle school. Parents and their children jointly acted as policy agents as they navigated the school district's open enrollment system and, through their choices, co-created policy. Situated within multiple, nested layers of policy domains, or spaces where policies are negotiated (Kramsch & Whiteside, 2008), participants' power-laden, discursive practices were shaped by beliefs about language, identity, and academic achievement. The study demonstrates how factors such as race, ethnicity, nationality, language, immigration status, and economic realities - in the present day and in the past - shaped the process. The use of Community Cultural Wealth (Yosso, 2005) as an interpretive lens highlights how families leveraged their social networks, personal experiences, material considerations, and critiques of deficit discourses throughout the decision-making process. However, within a neoliberal school choice context, families' linguistic capital is coopted to further the interests of the dominant class as being bilingual in English and Spanish has now been deemed useful to economic advancement and social mobility. The paper concludes with suggestions for how district policymakers can embrace the critical consciousness praxis cycle as a necessary, complementary approach (Heiman et al., 2023) for the creation of culturally and linguistically sustaining programs for bilingual students and their families.
- 일반주제명
- Bilingual education
- 일반주제명
- Elementary education
- 일반주제명
- Middle school education
- 키워드
- Language policy
- 키워드
- Latino families
- 기타저자
- University of Colorado at Boulder Education
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017163235
■00520250211152642
■006m o d
■007cr#unu||||||||
■020 ▼a9798384051077
■035 ▼a(MiAaPQ)AAI31485350
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371.97
■1001 ▼aDougherty, Caitlin Anna.▼0(orcid)0000-0001-5947-4313
■24512▼aA Language Policy Ethnography of Latine Families Navigating the Transition From a TWBE Elementary School to Middle School
■260 ▼a[Sl]▼bUniversity of Colorado at Boulder▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a187 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Palmer, Deb.
■5021 ▼aThesis (Ph.D.)--University of Colorado at Boulder, 2024.
■520 ▼aThis study is a language policy ethnography of the families of four Latina fifth-grade students at a TWBE elementary school as they transition to middle school. Parents and their children jointly acted as policy agents as they navigated the school district's open enrollment system and, through their choices, co-created policy. Situated within multiple, nested layers of policy domains, or spaces where policies are negotiated (Kramsch & Whiteside, 2008), participants' power-laden, discursive practices were shaped by beliefs about language, identity, and academic achievement. The study demonstrates how factors such as race, ethnicity, nationality, language, immigration status, and economic realities - in the present day and in the past - shaped the process. The use of Community Cultural Wealth (Yosso, 2005) as an interpretive lens highlights how families leveraged their social networks, personal experiences, material considerations, and critiques of deficit discourses throughout the decision-making process. However, within a neoliberal school choice context, families' linguistic capital is coopted to further the interests of the dominant class as being bilingual in English and Spanish has now been deemed useful to economic advancement and social mobility. The paper concludes with suggestions for how district policymakers can embrace the critical consciousness praxis cycle as a necessary, complementary approach (Heiman et al., 2023) for the creation of culturally and linguistically sustaining programs for bilingual students and their families.
■590 ▼aSchool code: 0051.
■650 4▼aBilingual education
■650 4▼aElementary education
■650 4▼aMiddle school education
■653 ▼aCommunity Cultural Wealth
■653 ▼aLanguage policy
■653 ▼aLatino families
■653 ▼aImmigration status
■653 ▼aBilingual students
■690 ▼a0282
■690 ▼a0524
■690 ▼a0450
■71020▼aUniversity of Colorado at Boulder▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0051
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163235▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
Preview
Export
ChatGPT Discussion
AI Recommended Related Books
Подробнее информация.
- Бронирование
- не существует
- моя папка
- Первый запрос зрения
- Non-Book Loan Application
- Nighttime Book Loan Application
Books borrowed together with this book
Related Popular Books
Available after logging in.