'The Best Way to Learn Language Is by Not Doing Language'. Incorporating Funds of Identity for Learning Spanish in a Shared Education Unit

Autor/inn/en	Ordoñez, Daniela; Siqués, Carina; Esteban-Guitart, Moisés
Titel	'The Best Way to Learn Language Is by Not Doing Language'. Incorporating Funds of Identity for Learning Spanish in a Shared Education Unit
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 9, S.1259-1270 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siqués, Carina) ORCID (Esteban-Guitart, Moisés)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1551324
Schlagwörter	Second Language Learning; Second Language Instruction; Spanish; Self Concept; Instructional Design; Units of Study; Learner Engagement; At Risk Students; Educational Theories; Student Empowerment; Teaching Methods; Student Attitudes; Positive Attitudes; Foreign Countries; Immigrants; Social Integration; Intervention; Cartoons; Cultural Background; Freehand Drawing; Educational Policy; Secondary School Students; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Selbstkonzept; Lesson concept; Lessonplan; Unterrichtsentwurf; Lerneinheit; Educational theory; Theory of education; Bildungstheorie; Studienberechtigung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Ausland; Immigrant; Immigrantin; Immigranten; Soziale Integration; Zeichentrickfilm; Drawing; Zeichnen; Politics of education; Bildungspolitik; Sekundarschüler; Spanien
Abstract	The aim of this paper is to describe the process of designing and implementing a teaching unit that links a curricular subject -- in this case, Spanish language -- with the identity of students as a strategy aimed at improving engagement and learning. The teaching unit was implemented in a Shared Education Unit in Catalonia (Spain) for at-risk students. The design of the teaching unit was based on the theoretical approaches of the funds of identity and proposals made by Cummins, which integrate the identity of students into educational practices as a way of reaffirming and empowering those students. We shall describe the funds of identity uncovered, the implementation of the teaching unit and the evaluation of the educational activity by participants. In general, the participating students gave a positive evaluation of the activity, emphasizing its motivating character since it stemmed from their own hobbies and interests, in particular the manipulative arts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01