María Teresa De La Piedra
Biographic Data
| ID | 139002 |
|---|---|
| NAME | María Teresa De La Piedra |
| GIVEN NAMES | María Teresa |
| FAMILY NAME | De La Piedra |
| SIGNATURE | DE LA PIEDRA M T |
| AFFILIATIONS | The University of Texas at El Paso |
| ORCID | 0000-0003-1509-4209 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Learning music en la frontera
This study explores translanguaging as it is entangled with human bodies and the non-human world in a music classroom at the U.S. and Mexico border. Such an approach is significant in that it departs from much of translanguaging research with its lingua-centric focus. In applying a translanguaging framework along with that of assemblage, findings show language to be inseparable from action and the cultural surround (including cultural artifacts s…
Learning about translanguaging in two bilingual teacher preparation programs
In this article, our focus will be on two Hispanic Serving institutions (HSI’s) located on the US/Mexico Border and their bilingual teacher preparation faculty because they enroll a significant population of bilingual Latinx preservice teachers. We specifically ask What policies, practices and ideologies does bilingual teacher faculty use to prepare candidates for translanguaging pedagogies at HSIs? We will focus on how teacher educators are pre…
Cruzar fronteras em espaços acadêmicos
Scholarship on translanguaging and related concepts has challenged traditional assumptions about how people use their multiple languages, urging us to move beyond the boundaries of named linguistic codes and toward conceptualizations of multilingual language use as flexible use of a speaker’s whole linguistic repertoire. Critiques of this theoretical shift have included assertions of translanguaging’s conceptual and practical limits—limits to its…
Mexican-heritage Children's Learning of Ballet Folklórico
This case study examines Mexican-heritage children's learning to dance ballet folklórico. Drawing from an interpretive, ethnographic approach, we argue the practices associated with the dance exist within encompassing domains of meaning that are individually enhancing while also prosocial, encouraging membership to the folklórico group and broader cultural community. These domains are presented as "herencia" (heritage), "familia" (family), and "o…
Engineering design in dual language
In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered bil…
Ideologies of language among ELLs on the US-Mexico border
This article presents findings of a qualitative study about students’ language ideologies in a transitional bilingual education (TBE) programme located in the US-Mexico border. Although officially regarded as ‘TBE’, results show that both ideologies and practices resemble an English monolingual form of education where only the English language is valued and used for instruction. This qualitative study investigates the experiences of 4th grade EBs…
Reflexiones sobre la complejidad del quehacer antropológico, nuestra posicionalidad, y subjetividades en la frontera (Eeuu-México)
En este artículo presentamos nuestras experiencias como investigadoras-activistas, quienes hemos dedicado nuestro trabajo a pensar la frontera (EEUU y México) a través de la etnografía. Presentaremos nuestras reflexiones sobre nuestras posiciones y subjetividades como activistas, maestras, académicas y residentes de esta frontera. Nuestras dos formas de hacer investigación comprometida son muy diferentes una de la otra y las denominamos 1) Etnogr…
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ lang…
Consejo as a Literacy Event
Drawing on sociocultural approaches to literacy and literature on the communal spaces of teaching and learning of Latino/as, I share one Mexican border women’s life story and analyze her literacies and ways of knowing in relation to the literacy event of giving consejo . Using data gathered through individual interviews and observations, I present the case of Lucía, the owner of a burrito’s restaurant. She draws upon a mix of oral and print langu…
Violence on the US–Mexico border and the capital students use in response
Recent studies have identified multiple forms of capital that Latino students acquire in their homes and communities. Influenced by these studies, this article examines how transnational students of Mexican origin use various forms of their community’s cultural wealth as tools to survive situations of violence in Mexico. In this article, we present how children experience violence, particularly drug-related violence across the border. We also dis…
The literacy practices of transfronterizos in a multilingual world
This introduction provides the background for this special issue by first describing the US–Mexico border, a fascinating context in which to research issues related to Spanish–English biliteracy and multilingualism. We present main points in the prevailing discussion within the field of literacy studies about issues of multilingualism and local–global contexts of literacy. Drawing from literature on transnational literacy, we examine arguments ab…
Transfronterizo literacies and content in a dual language classroom
The purpose of this article is to discuss the ways in which young transfronterizo students who live between the two worlds of El Paso (USA) and Ciudad Juárez (Mexico) bring their literacy practices and content to the classroom. Drawing on the data gathered during a 3-year ethnographic study, we illustrate how transfronterizo texts and content are used for academic purposes, in particular in the context of learning narrative writing. We present th…
Literacies crossing borders
Research on transnational literacies has generally focused on youth who live in one country and communicate using digital literacies across national boundaries. Our work contributes to this literature by providing a view of transnational literacies that are unique to the USA–Mexico border region. The students in this ethnographic study navigate two countries, two languages, and two homes on a weekly and sometimes daily basis. This article describ…
Religious and self-generated Quechua literacy practices in the Peruvian Andes
This article discusses Quechua speakers' religious literacy practices in the native language in a rural community located in the department of Cuzco (Peru). I argue that in a situation where the school did not play the role of developing or maintaining the written vernacular, a group of community members found specific situations where they felt comfortable writing in their mother tongue. This study contributes to the discussion of native languag…
Adolescent Worlds and Literacy Practices on the United States‐Mexico Border
This article presents partial results of an ethnographic study about literacy practices among adolescents living near the United States‐Mexico border. The students became involved in literacy practices with their friends and family at home. These practices were related to the adolescents' interests in popular culture such as reading magazines or webpages about their favorite bands and telenovelas. Although the dominant views of literacy (e.g., ne…
Hybrid Literacies
Drawing on data from an ethnographic study in a Quechua rural community in the Peruvian Andes, this article examines hybrid literacy practices among bilingual rural speakers in the context of the household and the community. I examine the coexistence of two types of textual practices that operate side by side, at times integrated in the same activity. Hybrid literacies in this Andean community challenge narrow views of literacy, because they incl…
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ lang…
Violence on the US–Mexico border and the capital students use in response
Recent studies have identified multiple forms of capital that Latino students acquire in their homes and communities. Influenced by these studies, this article examines how transnational students of Mexican origin use various forms of their community’s cultural wealth as tools to survive situations of violence in Mexico. In this article, we present how children experience violence, particularly drug-related violence across the border. We also dis…
Literacies crossing borders
Research on transnational literacies has generally focused on youth who live in one country and communicate using digital literacies across national boundaries. Our work contributes to this literature by providing a view of transnational literacies that are unique to the USA–Mexico border region. The students in this ethnographic study navigate two countries, two languages, and two homes on a weekly and sometimes daily basis. This article describ…
Hybrid Literacies
Drawing on data from an ethnographic study in a Quechua rural community in the Peruvian Andes, this article examines hybrid literacy practices among bilingual rural speakers in the context of the household and the community. I examine the coexistence of two types of textual practices that operate side by side, at times integrated in the same activity. Hybrid literacies in this Andean community challenge narrow views of literacy, because they incl…
Mexican-heritage Children's Learning of Ballet Folklórico
This case study examines Mexican-heritage children's learning to dance ballet folklórico. Drawing from an interpretive, ethnographic approach, we argue the practices associated with the dance exist within encompassing domains of meaning that are individually enhancing while also prosocial, encouraging membership to the folklórico group and broader cultural community. These domains are presented as "herencia" (heritage), "familia" (family), and "o…
Engineering design in dual language
In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered bil…
Hybrid Literacies
Drawing on data from an ethnographic study in a Quechua rural community in the Peruvian Andes, this article examines hybrid literacy practices among bilingual rural speakers in the context of the household and the community. I examine the coexistence of two types of textual practices that operate side by side, at times integrated in the same activity. Hybrid literacies in this Andean community challenge narrow views of literacy, because they incl…
Religious and self-generated Quechua literacy practices in the Peruvian Andes
This article discusses Quechua speakers' religious literacy practices in the native language in a rural community located in the department of Cuzco (Peru). I argue that in a situation where the school did not play the role of developing or maintaining the written vernacular, a group of community members found specific situations where they felt comfortable writing in their mother tongue. This study contributes to the discussion of native languag…
Adolescent Worlds and Literacy Practices on the United States‐Mexico Border
This article presents partial results of an ethnographic study about literacy practices among adolescents living near the United States‐Mexico border. The students became involved in literacy practices with their friends and family at home. These practices were related to the adolescents' interests in popular culture such as reading magazines or webpages about their favorite bands and telenovelas. Although the dominant views of literacy (e.g., ne…
The literacy practices of transfronterizos in a multilingual world
This introduction provides the background for this special issue by first describing the US–Mexico border, a fascinating context in which to research issues related to Spanish–English biliteracy and multilingualism. We present main points in the prevailing discussion within the field of literacy studies about issues of multilingualism and local–global contexts of literacy. Drawing from literature on transnational literacy, we examine arguments ab…
Transfronterizo literacies and content in a dual language classroom
The purpose of this article is to discuss the ways in which young transfronterizo students who live between the two worlds of El Paso (USA) and Ciudad Juárez (Mexico) bring their literacy practices and content to the classroom. Drawing on the data gathered during a 3-year ethnographic study, we illustrate how transfronterizo texts and content are used for academic purposes, in particular in the context of learning narrative writing. We present th…
Literacies crossing borders
Research on transnational literacies has generally focused on youth who live in one country and communicate using digital literacies across national boundaries. Our work contributes to this literature by providing a view of transnational literacies that are unique to the USA–Mexico border region. The students in this ethnographic study navigate two countries, two languages, and two homes on a weekly and sometimes daily basis. This article describ…
Consejo as a Literacy Event
Drawing on sociocultural approaches to literacy and literature on the communal spaces of teaching and learning of Latino/as, I share one Mexican border women’s life story and analyze her literacies and ways of knowing in relation to the literacy event of giving consejo . Using data gathered through individual interviews and observations, I present the case of Lucía, the owner of a burrito’s restaurant. She draws upon a mix of oral and print langu…
Violence on the US–Mexico border and the capital students use in response
Recent studies have identified multiple forms of capital that Latino students acquire in their homes and communities. Influenced by these studies, this article examines how transnational students of Mexican origin use various forms of their community’s cultural wealth as tools to survive situations of violence in Mexico. In this article, we present how children experience violence, particularly drug-related violence across the border. We also dis…
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ lang…
Reflexiones sobre la complejidad del quehacer antropológico, nuestra posicionalidad, y subjetividades en la frontera (Eeuu-México)
En este artículo presentamos nuestras experiencias como investigadoras-activistas, quienes hemos dedicado nuestro trabajo a pensar la frontera (EEUU y México) a través de la etnografía. Presentaremos nuestras reflexiones sobre nuestras posiciones y subjetividades como activistas, maestras, académicas y residentes de esta frontera. Nuestras dos formas de hacer investigación comprometida son muy diferentes una de la otra y las denominamos 1) Etnogr…
Ideologies of language among ELLs on the US-Mexico border
This article presents findings of a qualitative study about students’ language ideologies in a transitional bilingual education (TBE) programme located in the US-Mexico border. Although officially regarded as ‘TBE’, results show that both ideologies and practices resemble an English monolingual form of education where only the English language is valued and used for instruction. This qualitative study investigates the experiences of 4th grade EBs…
Engineering design in dual language
In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered bil…
Cruzar fronteras em espaços acadêmicos
Scholarship on translanguaging and related concepts has challenged traditional assumptions about how people use their multiple languages, urging us to move beyond the boundaries of named linguistic codes and toward conceptualizations of multilingual language use as flexible use of a speaker’s whole linguistic repertoire. Critiques of this theoretical shift have included assertions of translanguaging’s conceptual and practical limits—limits to its…
Mexican-heritage Children's Learning of Ballet Folklórico
This case study examines Mexican-heritage children's learning to dance ballet folklórico. Drawing from an interpretive, ethnographic approach, we argue the practices associated with the dance exist within encompassing domains of meaning that are individually enhancing while also prosocial, encouraging membership to the folklórico group and broader cultural community. These domains are presented as "herencia" (heritage), "familia" (family), and "o…
Learning about translanguaging in two bilingual teacher preparation programs
In this article, our focus will be on two Hispanic Serving institutions (HSI’s) located on the US/Mexico Border and their bilingual teacher preparation faculty because they enroll a significant population of bilingual Latinx preservice teachers. We specifically ask What policies, practices and ideologies does bilingual teacher faculty use to prepare candidates for translanguaging pedagogies at HSIs? We will focus on how teacher educators are pre…
Learning music en la frontera
This study explores translanguaging as it is entangled with human bodies and the non-human world in a music classroom at the U.S. and Mexico border. Such an approach is significant in that it departs from much of translanguaging research with its lingua-centric focus. In applying a translanguaging framework along with that of assemblage, findings show language to be inseparable from action and the cultural surround (including cultural artifacts s…
Sociology (16 works) · Multilingual Education and Policy (13 works) · Pedagogy (13 works) · Linguistics (8 works) · Literacy (8 works) · Second Language Learning and Teaching (8 works) · Ethnography (7 works) · Political science (7 works) · Psychology (7 works) · Anthropology (5 works)