ERIC Number: EJ1109586
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Exploring Instructional Practices in a Spanish/English Bilingual Classroom through "Sitios y Lenguas" and "Testimonio"
Romero, Gabriela; DeNicolo, Christina Passos; Fradkin, Claudia
Urban Review: Issues and Ideas in Public Education, v48 n3 p440-462 Sep 2016
Drawing from Chicana feminist perspectives and Pérez ("Living Chicana theory." Third Woman Press, Berkeley, pp 87-101, 1998) theories of "sitios y lenguas" (space and discourses) the authors reposition understandings of teaching and learning through a qualitative case study of a first grade Spanish/English bilingual classroom. Through analysis of field notes, interviews, and the teacher's "testimonio", the authors examine how "sitios y lenguas" functions as a tool to identify ways that home languages and cultural backgrounds are valued resources for learning in one bilingual classroom. Findings show how theorizing classroom spaces ("sitios") and the interchange of languages ("lenguas") counters hegemonic discourses by providing a narrative that reclaims knowledge production of bilingual and bicultural communities (Anzaldúa in "Borderlands/La frontera: the new mestizo." Aunt Lute Press, San Francisco, 1987: Darder in "Latinos and education: a critical reader." Routledge, New York, pp 331-350, 1997; Villenas in "Chicana/Latina education in everyday life: feminista perspectives on pedagogy and epistemology." State University Press, New York, pp 1-10, 2006).
Descriptors: Hispanic Americans, Feminism, Qualitative Research, Case Studies, Grade 1, Spanish, English, Bilingual Education, Interviews, Teacher Attitudes, Program Effectiveness, Classroom Environment, Language Usage, Cultural Influences
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A