Speaking Q'Anjobal, Spanish, and English: A World Where Other Worlds Are Possible

Autor/in	Guerrero-Arias, Beatriz Eugenia
Titel	Speaking Q'Anjobal, Spanish, and English: A World Where Other Worlds Are Possible
Quelle	In: Diaspora, Indigenous, and Minority Education, 13 (2019) 3, S.133-145 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guerrero-Arias, Beatriz Eugenia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2019.1615431
Schlagwörter	Spanish; Preschool Children; American Indians; American Indian Languages; English (Second Language); Second Language Learning; Males; Immigrants; Preschool Education; Disadvantaged; Second Language Instruction; Family Environment; Educational Environment; Teaching Methods; Language of Instruction; Student Participation; Teacher Student Relationship; Classroom Communication; Language Usage + Suchen Sie Ihr Suchwort? Spanisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; American Indian; Indianer; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Male; Männliches Geschlecht; Immigrant; Immigrantin; Immigranten; Fremdsprachenunterricht; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Sprachgebrauch
Abstract	Currently, there is a call for more humane ways in humanities, for transitions to a world where other worlds are possible. This qualitative case study analyzes an emergent translingual boy's participation in diverse spatial repertoires to address issues of learning and community belonging. José is a 4-year-old preschool Guatemalan-ancestry boy, who speaks Q'anjob'al, Spanish, and English. He was placed in an English classroom with daily 30-min Spanish and English pullout. José participated in the pullout to a desirable extent but was marginalized in the English classroom. At home, José had varied opportunities for participating in diverse spatial repertoires. I discuss how home and school have different conceptions of learning and community belonging, and how the home setting with pluriversed spatial repertoires sheds light on a pedagogical practice aimed at transitioning towards a world where other worlds are possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01