"Todas las poems que están creative": Language Ideologies, Writing and Bilingual Children

Autor/in	Durán, Leah
Titel	"Todas las poems que están creative": Language Ideologies, Writing and Bilingual Children
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 6, S.412-427 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1726754
Schlagwörter	Grade 1; Elementary School Students; Bilingualism; Language Attitudes; Student Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Ethnography; Spanish; Code Switching (Language); Language Usage; Oral Language; Writing (Composition); Teaching Methods; Decision Making; Native Language; Texas + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Bilingualismus; Sprachverhalten; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; Spanisch; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung
Abstract	This research employs a language ideologies framework to examine the language practices and beliefs of bilingual first grade students in an ESL classroom, in which the teacher valued and encouraged Spanish and translingual talk and writing. Using ethnographic methods of data collection and analysis, the findings pointed to the influence of both hegemonic and counter-hegemonic ideologies in children's decisions about writing. These findings extend our knowledge of the process of ideological contestation to written as well as oral language, and highlights ways that teachers can provide support for bilingual writers and bilingual writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01