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ERIC Number: EJ1149408
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8431
EISSN: N/A
Transformative Pedagogy: Emergent Bilinguals and "Perspective Taking"
Huerta, Mary Esther Soto
Journal of Latinos and Education, v16 n3 p192-202 2017
This study contributes to the limited research on emergent bilinguals, perspective taking, and second language reading of informative text. The explicit integration of Freire's (1993) notion of conscientizacao, or consciousness-raising, with the constructs of empathy and embodiment (Gee, 2001; Hurtado, 1996) and with translanguaging (García, 2009) represented conceptual frameworks that explicitly guided the pedagogical approaches implemented in the study. The findings indicated that the incorporation of the integrated conceptual frameworks with the prescribed fourth grade social studies curriculum enabled emergent bilinguals to generate their own perspectives concerning social justice and equity when studying about slavery in Texas.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A