東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

School children growing biliteracy u...

Goenaga Ruiz De Zuazu, Adriana.

Linked to FindBook

Google Book

Amazon

博客來

School children growing biliteracy using translanguaging while learning to be democratic citizens.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School children growing biliteracy using translanguaging while learning to be democratic citizens./
Author:	Goenaga Ruiz De Zuazu, Adriana.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	232 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10760562
ISBN:	9780355668513

School children growing biliteracy using translanguaging while learning to be democratic citizens.
Goenaga Ruiz De Zuazu, Adriana.

School children growing biliteracy using translanguaging while learning to be democratic citizens. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 232 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--New Mexico State University, 2017.

This dissertation emerged at the intersection of collaboration, immigration issues, and language practices. Third-grade students started the school year with much difficulty to engage in academic content and language learning, mainly due to a lack of self-regulation which greatly affected the classroom dynamics. Drawing from Freire (1970, 1993), I believe in the importance of the process of conscientization, which is the critical understanding of the context around us and growing in awareness through reflection and transformative action, and the notion of critical literacy as the "reading of the word and the world" (Freire & Macedo, 1987). The purpose of the study was to set conditions for students to engage in language learning in a collaborative participatory democracy classroom environment. The following general question guided but did not limit my study: How can I, as a teacher-researcher, and my third-grade students work so students become biliterate through collaboration and translanguaging practices? Participatory Action Research (PAR)/Research As Praxis (RAP) philosophy was both the methodology of the study and a fundamental part of my pedagogy. Two transformations: responsibility `conciencia ' (consciousness) and language events progressed in three stages: the beginning-of-the-year stage; the settling-in-and-soaking-in stage; and the common-motto-and-`mismo-barco' (in the same boat) stage. As a result, both students and I were transformed. Students advanced in behavioral and emotional self-awareness, guiding dialogue, making group decisions, and solving conflicts. In their process of becoming biliterate, students stopped making translations and overcame the fear of speaking in English. They started using English and translanguaging practices as an authentic type of communication using their whole linguistic repertoire. I stood up for a symmetrical students-teacher relationship by democratically promoting participation without guiding and consciously balancing power relations permitting a more student-led classroom assembly time and conflicts solved by students. Some lessons I learned were: overcoming an initial naive thinking about participation, transforming to create the conditions for student participation in conflict resolution and decision-making, how I released myself from being the power figure and educated to make a good use of the power to participate democratically in conflict resolution and decision-making, the process of civic education, and biliteracy and translanguaging.

ISBN: 9780355668513Subjects--Topical Terms:

2122778
Bilingual education.

School children growing biliteracy using translanguaging while learning to be democratic citizens.
LDR:03497nmm a2200301 4500 001 2155026
005 20180426101950.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355668513
035 $a (MiAaPQ)AAI10760562
035 $a AAI10760562
040 $a MiAaPQ $c MiAaPQ
100 1 $a Goenaga Ruiz De Zuazu, Adriana. $3 3342775
245 1 0 $a School children growing biliteracy using translanguaging while learning to be democratic citizens.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 232 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Myriam N. Torres.
502 $a Thesis (Ph.D.)--New Mexico State University, 2017.
520 $a This dissertation emerged at the intersection of collaboration, immigration issues, and language practices. Third-grade students started the school year with much difficulty to engage in academic content and language learning, mainly due to a lack of self-regulation which greatly affected the classroom dynamics. Drawing from Freire (1970, 1993), I believe in the importance of the process of conscientization, which is the critical understanding of the context around us and growing in awareness through reflection and transformative action, and the notion of critical literacy as the "reading of the word and the world" (Freire & Macedo, 1987). The purpose of the study was to set conditions for students to engage in language learning in a collaborative participatory democracy classroom environment. The following general question guided but did not limit my study: How can I, as a teacher-researcher, and my third-grade students work so students become biliterate through collaboration and translanguaging practices? Participatory Action Research (PAR)/Research As Praxis (RAP) philosophy was both the methodology of the study and a fundamental part of my pedagogy. Two transformations: responsibility `conciencia ' (consciousness) and language events progressed in three stages: the beginning-of-the-year stage; the settling-in-and-soaking-in stage; and the common-motto-and-`mismo-barco' (in the same boat) stage. As a result, both students and I were transformed. Students advanced in behavioral and emotional self-awareness, guiding dialogue, making group decisions, and solving conflicts. In their process of becoming biliterate, students stopped making translations and overcame the fear of speaking in English. They started using English and translanguaging practices as an authentic type of communication using their whole linguistic repertoire. I stood up for a symmetrical students-teacher relationship by democratically promoting participation without guiding and consciously balancing power relations permitting a more student-led classroom assembly time and conflicts solved by students. Some lessons I learned were: overcoming an initial naive thinking about participation, transforming to create the conditions for student participation in conflict resolution and decision-making, how I released myself from being the power figure and educated to make a good use of the power to participate democratically in conflict resolution and decision-making, the process of civic education, and biliteracy and translanguaging.
590 $a School code: 0143.
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language. $3 516208
650 4 $a Pedagogy. $3 2122828
690 $a 0282
690 $a 0441
690 $a 0456
710 2 $a New Mexico State University. $3 783784
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0143
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10760562