Teaching through "Testimonio": Accessing Community Cultural Wealth in School

Autor/inn/en	DeNicolo, Christina Passos; González, Mónica; Morales, Socorro; Romaní, Laura
Titel	Teaching through "Testimonio": Accessing Community Cultural Wealth in School
Quelle	In: Journal of Latinos and Education, 14 (2015) 4, S.228-243 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2014.1000541
Schlagwörter	Personal Narratives; Grade 3; Cultural Education; Teaching Methods; Hispanic American Students; Student Centered Curriculum; Bilingual Education; Critical Theory; English Language Learners; Case Studies; Bilingualism; Cultural Capital; Translation; Resilience (Psychology); Familiarity; Educational Practices; Qualitative Research + Suchen Sie Ihr Suchwort? Erlebniserzählung; School year 03; 3. Schuljahr; Schuljahr 03; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht; Kritische Theorie; Case study; Fallstudie; Case Study; Bilingualismus; Bildungspraxis; Qualitative Forschung
Abstract	Using the concept of community cultural wealth, this article examines the ways that a group of 3rd-grade students engaged in writing "testimonios," or personal narratives, to reflect on their cultural and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students, families, and communities, this study illuminates the powerful ways that students utilize various forms of community cultural wealth. The findings indicate that "testimonio" can be an effective pedagogical tool to help students identify their individual and collective community cultural wealth and draw on these forms of knowledge in the elementary classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01