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Bilingualism and Bilingual Education

Conceptos Fundamentales

by David Schwarzer (Volume editor) Mary Petrón (Volume editor) Clarena Larrotta (Volume editor)
©2021 Textbook X, 168 Pages

Summary

Bilingualism and Bilingual Education: Conceptos Fundamentales explores relevant concepts of bilingualism for pre-service Spanish/English bilingual teachers in the United States. This volume is reader friendly while presenting complex theoretical content. It is the first of its kind to seamlessly switch between English and Spanish languages for academic purposes. This book fills a gap in the academic literature related to translanguaging as a modern and global phenomenon. The authors invite bilingual educators to develop translingual classrooms with bilingual students in which academic English and Spanish are intentionally mixed. Volume contributors center their discussions on theory, practice, and action as they reflect on their own bilingual journeys. Features such as glossary terms, discussion questions, and intentional reflection on each author’s bilingual journey make it innovative and a must read in all bilingual teacher preparation programs in the nation.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the editors
  • About the book
  • This eBook can be cited
  • Table of Contents
  • Acknowledgments
  • Introduction (David Schwarzer, Mary Petrón, & Clarena Larrotta)
  • Section 1: Theory
  • Subtractive Schooling and Authentic Cariño: Translanguaging in the Bilingual and Dual Language Classroom (Angela Valenzuela, Cori Salmerón, & Nathaly Batista-Morales)
  • Retrospective Ideological Work: Leveraging Latina/o/x Bilingual Teacher Educators’ Personal Narratives (Lucila D. Ek, Christian Fallas-Escobar, & Patricia Sánchez)
  • Maestras Transfronterizas (María Teresa de la Piedra & Blanca E. Araujo)
  • Funds of Linguistic Knowledge en Prácticas Transnacionales to Promote Biliteracy Development (Patrick H. Smith & Luz A. Murillo)
  • Section 2: Practice
  • Embracing our Bilingual Selves in Reflection & Dialogue: Hacia una Praxis Bilingüe en Espacios de Preparación de Docentes (Blanca Caldas Chumbes, Deborah Palmer & Desiree Pallais)
  • Translingüismo for The Bilingual Teacher: Phenomenon, Ideology, y Estrategia en el Salón de Clase (David Schwarzer & Lina M. Caswell)
  • English Learner Strategies: Should Teachers Be Torn Between Los Dos Idiomas o Capatilize en Los Two? (Imelda De La Rosa)
  • Section 3: Action
  • Breaking Walls: Language Inclusion y Familias Latinas (Diana Cedeño & Julio C. Parra)
  • Parent Roles in Hybrid Parental Engagement (Clarena Larrotta)
  • Pero No Sé Bien el Español: Formación de Docentes Bilingües and High Stakes Language Proficiency Testing (Mary Petrón & Helen Berg)
  • Conclusion (David Schwarzer, Mary Petrón & Clarena Larrotta)
  • Contributors

Acknowledgments

This book was inspired by the work that bilingual teachers do serving bilingual children and by the challenges that bilingual children and their families face adapting to the U.S. language-culture. Por tanto, reconocemos y agradecemos su trabajo y dedicación. Sin ustedes este libro no tendría ningún sentido.

We also acknowledge the contribution of the different authors who shared their work, investigación, experiencia y conocimiento para mejorar la educación bilingüe en los Estados Unidos e ir más allá de sus fronteras. Thank you for accepting our invitation to write this book. Your work will continue to inspire and support many bilingual teachers, experienced and novice.

Another group we want to acknowledge is made of several graduate research assistants who ayudaron a realizar este proyecto —Diana Cedeño, Lina Caswell, HeeJae Chung, Diana M. Sanchez—. We thank you for your support en las juntas de video conferencia, organizando los materiales del libro, editing and helping us finish this project in a timely manner.

Finally, we thank our family members for their understanding and support, always!←vii | viii→←viii | 1→

Introduction

By David Schwarzer, Mary Petrón & Clarena Larrotta

Introduction

It takes a village es una expresión muy común en los Estados Unidos cuando hablamos sobre la educación de estudiantes. However, many times parece ser que investigadores y practicantes no colaboran having in mind las necesidades de novice practitioners en el campo educativo. Moreover, although many researchers have clearly established lo importante que es trabajar en equipo y utilizar el inglés y el español, we could not find academic texts modeling and supporting los estudiantes de pregrado estudiando bilingual education in the United States.

La idea de este libro surgió a través de discutir las experiencias of a group of colleagues (David, María, and Clarena) working in three different universities. Por lo tanto, decidimos contactar investigadores y expertos en educación bilingüe to create the first translanguaged academic book. La respuesta fue inmediata, the colleagues we invited were excited about the project since this was an excellent opportunity for them to put into practice algunas de las ideas teóricas que habían establecido como cruciales in their previous writing. La idea de escribir este libro para estudiantes de pregrado in a manner that will be readable and accessible to them was another important consideration for all of us. Por tanto este volumen es el resultado de una colaboración especial entre investigadores bilingües y expertos en bilingüismo para presentar un libro congruente con perspectivas teóricas y prácticas que hemos establecido en investigaciones anteriores.

Scope and Purpose

The target audience for the book is the pre-service teacher/undergraduate student learning en un program bilingüe en los Estados Unidos. Por lo tanto, the book aims to be reader friendly al presentar contenido teórico complejo. ←1 | 2→The purpose of this edited volume incluye discutir temas fundamentales often presented in an introductory book on bilingual education. The book demonstrates and models fluid transitions between English and Spanish en todos los capítulos. La idea de translanguaging has been established as an important practice in most dual language bilingual programs. Pero, a pesar de esta recomendación teórica, no encontramos libros académicos modeling translanguaging for pre-service bilingual teachers. Como decimos en inglés, we are trying to walk the walk not just talk the talk!

The volume suggests three sections, theory, practice, and action como ejes y estructura del mismo. Para los autores, estos tres ejes están íntimamente conectados. Por tanto, la teoría impacta la práctica docente, and action is impacted by theory. Sin embargo, in organizing the book content, decidimos que cada sección estuviera centrada en un aspecto en particular para así motivar al docente a desarrollar un curriculum that connects and interacts con estos tres aspectos importantes of the teaching and learning experience.

The book is based on a constructivist and holistic perspective to bilingual education. El texto modela una perspectiva aditiva in which bilingualism and biliteracy se desarrollan throughout a person’s lifespan. Así, al finalizar cada capítulo, los autores reflexionan sobre sus propias experiencias como profesionales bilingües and also reflect on their language experiences as children and adults.

Los diferentes capítulos también incluyen material de apoyo como por ejemplo historias, strategies, practical activities, data, and curriculum development ideas para el aula de clase y otros contextos relacionados a la educación bilingüe. De igual manera, como la conversación sobre bilingüismo en los Estados Unidos has historically never been a neutral concept, sino una idea muy política y controversial, a few chapters discuss issues related to action, legislation, advocacy, and activism.

Certainly, there are many other books que son usados como una introducción a los temas de bilingüismo y biliteracy education. However, most of the language choices used are contextualized in an artificial fashion (for example, one chapter in English, and one in Spanish or Spanish is present in the title or as a vignette that is translated in the body of the chapter). Así entonces, un aspecto especial del libro es reflejar la forma fluida en la cual comunidades bilingües mezclan los idiomas, using English and Spanish as needed. While scholars and teachers in bilingual education increasingly advocate for real world models of language use —en las esferas interpersonales y académicas como una práctica apropiada para la escuela bilingüe, they are rarely a part of scholarly production. Our intent, por lo tanto, es modelar lo ←2 | 3→que consideramos to be the forefront of the field: El uso del español y el inglés for conversational and academic purposes in written text.

Los aportes del libro van más allá de su contenido temático, una de las mayores contribuciones es el formato since it is bilingually written and uses translanguaging practices. Cada autor decidió when to switch between languages como lo hacemos en la vida cotidiana cuando hablamos con otras personas que también son bilingües. This book benefits novice bilingual teachers interested in promoting balanced bilingualism y les proporciona un modelo para fortalecer su entendimiento respecto a la separación de los idiomas en el aula de clase.

Hopefully, this translanguaging perspective will be inspirational para maestros nuevos en la profesión y para aquellos que están aún preparándose para ser maestros bilingües.

Details

Pages
X, 168
Year
2021
ISBN (PDF)
9781433161056
ISBN (ePUB)
9781433161063
ISBN (MOBI)
9781433161070
ISBN (Softcover)
9781433184970
ISBN (Hardcover)
9781433184505
DOI
10.3726/b17805
Language
English
Publication date
2021 (May)
Published
Oxford, Bern, Berlin, Bruxelles, New York, Wien, 2021. X, 168 pp., 6 fig. b/w.

Biographical notes

David Schwarzer (Volume editor) Mary Petrón (Volume editor) Clarena Larrotta (Volume editor)

David Schwarzer is a Full Professor at Montclair State University. His research centers on literacy development in transnational and multilingual learning communities. He is a leading scholar in the theorical and practical distinctions between bilingual/multilingual/translingual education and its impact on monolingual teachers. Mary Petrón is a Full Professor of Bilingual/ESL Education in the School of Teaching and Learning at Sam Houston State University. Her research interests include bilingual/ESL teacher education, U.S.-Mexico transnationalism, and decolonizing language education. Her recent work has focused on educating teachers about working with children who are undocumented and/or from mixed status families. Clarena Larrotta is a Full Professor in the Adult, Professional, and Community Education programs at Texas State University. Utilizing engaged scholarship and Freirean/participatory approaches, her research interests focus on best teaching practices and action research related to adult literacy, family literacy, and language-culture teaching/learning.

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180 pages