Centering the Fourth Pillar in Times of TWBE Gentrification: "Spanish, Love, Content, Not in That Order"

Autor/inn/en	Heiman, Daniel; Yanes, Michelle
Titel	Centering the Fourth Pillar in Times of TWBE Gentrification: "Spanish, Love, Content, Not in That Order"
Quelle	In: International Multilingual Research Journal, 12 (2018) 3, S.173-187 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2018.1474064
Schlagwörter	Immersion Programs; Bilingual Education Programs; Ethnography; Difficulty Level; Academic Standards; Hispanic American Students; Grade 5; Critical Theory; Teaching Methods; Elementary School Teachers; Neoliberalism; Educational Objectives; Social Change; Spanish Speaking; English (Second Language); Second Language Learning; Native Speakers; Observation; Classroom Communication; Public Policy; Presidents; Texas + Suchen Sie Ihr Suchwort? Immersionsprogramm; Ethnografie; Schwierigkeitsgrad; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 05; 5. Schuljahr; Schuljahr 05; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Neo-liberalism; Neoliberalismus; Educational objective; Bildungsziel; Erziehungsziel; Sozialer Wandel; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Muttersprachler; Beobachtung; Klassengespräch; Öffentliche Ordnung; President; Präsident
Abstract	The growth of TWBE programs--mainly due to the surging interest of White English-speaking families--presents the field with myriad challenges and hopeful possibilities. Critical scholars in bilingual education point to an urgency to reissue Guadalupe Valdés's "cautionary note" due to a neoliberal path targeting TWBE programs, posing a dangerous threat to the original aims of bilingual education that prioritizes the lives and realities of Latinx students. A key element in this reissuing is the urgency to move beyond TWBE's laudable and official pillars of academic rigor, biliteracy and biculturalism, and multicultural competence to include a concerted focus on the fourth pillar around the development of critical consciousness. Through a critical ethnographic study in a rapidly gentrifying TWBE school, we documented a fifth-grade teacher's critical pedagogy of Spanish, love, content, not in that order. We argue that her language-as-empowerment framework is a critical pedagogical extension of Ruíz's language-as-resource framework and is crucial in the current neoliberal moment of TWBE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01