Ana María Relaño Pastor
Biographic Data
| ID | 1584890 |
|---|---|
| NAME | Ana María Relaño Pastor |
| GIVEN NAMES | Ana María Relaño |
| FAMILY NAME | Pastor |
| SIGNATURE | PASTOR A M R |
| AFFILIATIONS | University of Castilla-La Mancha, Ciudad Real, Spain |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Native speakerism and the construction of CLIL competence in teaching partnerships
English language education in the region of Castilla-La Mancha (Spain) has undergone significant change in the last decade with the rapid implementation of different types of CLIL-based Spanish-English bilingual programs. This situation places English linguistic competence at the center of controversy given the need for certified bilingual teachers participating in CLIL-type bilingual programs, who must comply with the minimum B2 level of English…
La vivencia del idioma en mujeres migrantes. Mexicanas en Estados Unidos y marroquíes en España
Este trabajo se centra en las narrativas de inmigrantes mexicanas y marroquíes acerca de su vivencia idiomática en San Diego (California) y en el poniente almeriense (Andalucía), respectivamente. Se analizan las vivencias de inserción en las comunidades de acogida a través de los aspectos instrumentales e ideológicos del idioma, enfocando nuestra atención en los procesos de reconstrucción identitaria de mexicanas y marroquíes en ambos contextos. …
Narrative enquiry in transnational migratory contexts
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Shame and Pride in Narrative
This book analyzes personal experiences of language through the voices of Mexican immigrant women, in relation to the racialization discourses that frame the social life of Mexican immigrant communiti
La socialización lingüística en La Clase Mágica
Este artículo analiza la socialización lingüística que tiene lugar en La Clase Mágica (Vásquez 2003), un programa extracurricular de carácter bilingüe y bicultural, dirigido a satisfacer las necesidades lingüísticas y culturales de la comunidad latina, mayoritariamente de origen mexicano, en el condado de San Diego (California). Siguiendo los parámetros metodológicos de la socialización lingüística, los datos emergen de la observación participant…
Through U.S. Eyes
This article offers an overview of the main language education policies aimed at addressing the needs of immigrant background students currently implemented in Spain's multilingual schools. In particular, the article examines the politics of segregation of language immersion programs for newcomers in the Spanish State, as well as their relationship with other language learning programs implemented as part of European initiatives to promote the us…
Ethnic categorization and moral agency in ‘fitting in’ narratives among Madrid immigrant students
This article examines a group of ‘fitting in’ narratives told by students with different migrant backgrounds in focus group interviews. These narratives indicate shared experiences of adaptation and transformation among these students in Madrid’s multilingual/multicultural schools and Spanish society . I argue that these narratives were told in interaction and constrained by the moderators’ development of the topic-talk at hand, emerging only as …
Policy and Practice in Madrid Multilingual Schools
This article focuses on Spain's most recent implementing of education policies designed to address the needs of immigrant students. It overviews how the latest education policies do not meet the needs of a diverse body of students, drawing on information provided in focus group interviews from several Madrid schools, as well as from other official documents, including different manifestos and letters of rejection to some of the latest education p…
Ethnic categorization and moral agency in ‘fitting in’ narratives among Madrid immigrant students
This article examines a group of ‘fitting in’ narratives told by students with different migrant backgrounds in focus group interviews. These narratives indicate shared experiences of adaptation and transformation among these students in Madrid’s multilingual/multicultural schools and Spanish society . I argue that these narratives were told in interaction and constrained by the moderators’ development of the topic-talk at hand, emerging only as …
Policy and Practice in Madrid Multilingual Schools
This article focuses on Spain's most recent implementing of education policies designed to address the needs of immigrant students. It overviews how the latest education policies do not meet the needs of a diverse body of students, drawing on information provided in focus group interviews from several Madrid schools, as well as from other official documents, including different manifestos and letters of rejection to some of the latest education p…
Policy and Practice in Madrid Multilingual Schools
This article focuses on Spain's most recent implementing of education policies designed to address the needs of immigrant students. It overviews how the latest education policies do not meet the needs of a diverse body of students, drawing on information provided in focus group interviews from several Madrid schools, as well as from other official documents, including different manifestos and letters of rejection to some of the latest education p…
Ethnic categorization and moral agency in ‘fitting in’ narratives among Madrid immigrant students
This article examines a group of ‘fitting in’ narratives told by students with different migrant backgrounds in focus group interviews. These narratives indicate shared experiences of adaptation and transformation among these students in Madrid’s multilingual/multicultural schools and Spanish society . I argue that these narratives were told in interaction and constrained by the moderators’ development of the topic-talk at hand, emerging only as …
Through U.S. Eyes
This article offers an overview of the main language education policies aimed at addressing the needs of immigrant background students currently implemented in Spain's multilingual schools. In particular, the article examines the politics of segregation of language immersion programs for newcomers in the Spanish State, as well as their relationship with other language learning programs implemented as part of European initiatives to promote the us…
La socialización lingüística en La Clase Mágica
Este artículo analiza la socialización lingüística que tiene lugar en La Clase Mágica (Vásquez 2003), un programa extracurricular de carácter bilingüe y bicultural, dirigido a satisfacer las necesidades lingüísticas y culturales de la comunidad latina, mayoritariamente de origen mexicano, en el condado de San Diego (California). Siguiendo los parámetros metodológicos de la socialización lingüística, los datos emergen de la observación participant…
Shame and Pride in Narrative
This book analyzes personal experiences of language through the voices of Mexican immigrant women, in relation to the racialization discourses that frame the social life of Mexican immigrant communiti
Narrative enquiry in transnational migratory contexts
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
La vivencia del idioma en mujeres migrantes. Mexicanas en Estados Unidos y marroquíes en España
Este trabajo se centra en las narrativas de inmigrantes mexicanas y marroquíes acerca de su vivencia idiomática en San Diego (California) y en el poniente almeriense (Andalucía), respectivamente. Se analizan las vivencias de inserción en las comunidades de acogida a través de los aspectos instrumentales e ideológicos del idioma, enfocando nuestra atención en los procesos de reconstrucción identitaria de mexicanas y marroquíes en ambos contextos. …
Native speakerism and the construction of CLIL competence in teaching partnerships
English language education in the region of Castilla-La Mancha (Spain) has undergone significant change in the last decade with the rapid implementation of different types of CLIL-based Spanish-English bilingual programs. This situation places English linguistic competence at the center of controversy given the need for certified bilingual teachers participating in CLIL-type bilingual programs, who must comply with the minimum B2 level of English…
Sociology (7 works) · Immigration and Intercultural Education (5 works) · Multilingual Education and Policy (5 works) · Political science (5 works) · Art (4 works) · Immigration (4 works) · Narrative (4 works) · Gender Studies (3 works) · Humanities (3 works) · Linguistics (3 works)