Autores Fuertes: Practices of a Community Translingual Repertoire

Autor/in	Abraham, Stephanie
Titel	Autores Fuertes: Practices of a Community Translingual Repertoire
Quelle	In: Reading Teacher, 76 (2023) 5, S.558-569 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abraham, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2159
Schlagwörter	Communities of Practice; Urban Areas; Literacy Education; Ethnography; Code Switching (Language); Teaching Methods; Cultural Differences; Writing Workshops; Language Usage; Family Environment; Educational Environment; Native Language; Second Language Learning; Language Variation; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Community; Urban area; Stadtregion; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Sprachgebrauch; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zweitsprachenerwerb; Sprachenvielfalt
Abstract	In this article, I share some of the findings from a community-engaged research project based at Autores Fuertes, a community literacy center, located in urban Philadelphia. Using an engaged, ethnographic case study approach, I conducted observations and interviews at the center, as well as taught translanguaging writing workshops. The findings showed that community language and literacy practices are translingual and complex, invalidating the notion that linguistic and cultural mismatches between home and school exists. Given the complexity of community translingual repertories, it is important that pedagogical spaces build upon these repertoires, which will develop children's language and literacy practices. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01