Marjorie Elaine Faulstich Orellana
Dados Biográficos
| ID | 169582 |
|---|---|
| NOME | Marjorie Elaine Faulstich Orellana |
| PRENOMES | Marjorie Elaine Faulstich |
| SOBRENOME | Orellana |
| ASSINATURA | ORELLANA M E F |
| AFILIAÇÕES | University of California, Los Angeles |
| ORCID | 0000-0003-2921-5892 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAÇÕES | 677 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1994 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 13 |
Developing Linguistically Equitable Teachers
Connecting mind, heart, culture and activity in an undergraduate service-learning course
This manuscript reports on an educational project that was designed to closely link educational theory and practice – or mind, heart, culture, and activity – in a community-engagement course on sociocultural learning theory and ethnographic research. We identify patterned ways in how students connected theory and practice as revealed through an analysis of field notes written across three quarters of instruction about their experiences in an afte…
“Reinventing Ourselves” and Reimagining Education
In this “ethnographically-oriented” study, authors Marjorie Faulstich Orellana, Lu Liu, and Sophia L. Ángeles examine the learning experiences expressed in the diaries of thirty-five families from diverse ethnicities/races, cultures, national origins, and social classes living in the United States during the COVID-19 pandemic. Exploring participants’ reflections on the learning they engaged in during this time and attending to what families prior…
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…
Adult narratives of childhood language brokering
This paper analyses the retrospective narratives of an adult language broker. Language brokering involved not only learning how to translate/interpret language for others, but also understanding the meaning that Spanish and English assumed in society and the ways in which she and her parents were socially positioned. Language brokering was both psychosocial and agentic. The participant had to align her respect for, and protectiveness of, her pare…
Translating Childhoods
Though the dynamics of immigrant family life has gained attention from scholars, little is known about the younger generation, often considered "invisible." Translating Childhoods , a unique contribution to the study of immigrant youth, brings children to the forefront by exploring the "work" they perform as language and culture brokers, and the impact of this largely unseen contribution. Skilled in two vernaculars, children shoulder basic and mo…
Mindful Ethnography
Ethnography, with all its limitations, has as its strongest impulse the quest to see and understand “others” on their own terms and to step out of our own viewpoints in order to do so. Conjoining ethnography with mindfulness, this book aims to support the best aspects of ethnography by enhancing the capacity to listen more deeply, see more expansively, keep a check on our biases and connect more compassionately with others. Mindful Ethnography ad…
Health Insurance, from a Child Language Broker's Perspective
In the midst of dramatic changes to American health care law there is need to understand the challenges that vulnerable populations encounter in obtaining and managing health insurance. Research has found that child language brokers, children who mediate language and culture for their immigrant families, assist with health‐related matters. We report on focus groups with 17 language brokers living in Central Los Angeles. In this article we detail …
Solidarity, Transculturality, Educational Anthropology, and (the Modest Goal of) Transforming the World
Re-interpreting
This article probes how childhood experiences are actively taken into adult lives and thus challenges the unwitting and unintentional reproduction of an adult-child binary in childhood studies. We do this by analyzing interviews with one adult daughter of immigrants from Mexico to the United States at four points in time (ages 19, 26, 27, and 33). Using narrative analysis to examine the mutability of memory, we consider how Eva oriented herself t…
Cultivating linguistic flexibility in contexts of super-diversity
In this article we embrace the call that Flores and Lewis (this issue) put forth for situating research on linguistic "super-diversity" within particular historical, cultural and social contexts, challenging monolingual norms, and acknowledging ideological forces that drive the "sociopolitical emergence" of particular language practices. Using ethnographic and audiotaped data, we explore emergent linguistic practices in an after-school program in…
Immigrant Children in Transcultural Spaces
Grounded in both theory and practice, with implications for both, this book is about children’s perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders. Based on extensive ethnographic data on children of immigrants (mostly from Mexico, Central America and the Philippines) as they interact with undergraduate students from diverse linguistic, cultural and racial/ethnic …
Cultural and social processes of language brokering among Arab, Asian, and Latin immigrants
This study examines how language and culture brokering (translating and interpreting language and culture for others) influences the acculturative experiences and self-perceptions of young adults from immigrant Arab, Asian, and Latino American backgrounds. Semi-structured interviews with 10 participants suggest that mediating information for members of different cultural and linguistic groups strengthens awareness of linguistic, cultural, and soc…
In the service of surveillance
Cet article examine des situations où des enfants traduisent des rencontres parents-enseignants entre les familles d’immigrants mexicains et les enseignants américains. Avec une approche ethnographique et de l’analyse du discours, l’article met l’accent sur le positionnement des enfants immigrants dans ces interactions, en accordant une attention particulière à la façon dont les enfants négocient les différents niveaux de surveillance de la part …
Translating Into Understanding
This mixed-method study assessed the nature of language brokering and the relationship between language brokering and prosocial capacities in a sample of 139 college students from ethnically diverse immigrant families. The prosocial capacities of interest were empathic concern and two forms of perspective-taking: general perspective-taking (understanding the perspectives of others) and transcultural perspective-taking (understanding of divergent …
Translanguaging within Enactments of Quotidian Interpreter-Mediated Interactions
This article provides a critical review of the interdisciplinary literature on child language brokering (CLB), employing a Bakhtinian translinguistic perspective. The extant literature isolates the child language broker as a particular kind of vulnerable speaking subject, without regard to the ways in which ideologies of language shape cross-generational linguistic exchanges in zones of cultural contact. Broader attention to bilingual communicati…
Shifting in the Zone
In this article we offer a new look at the dynamic nature of teaching and learning as we investigate everyday language-brokering events in immigrant families. We consider how children and adult interlocutors collaborate in the construction of knowledge and examine language-brokering activities as socially situated learning tasks that take place in dynamic zones of proximal development in which knowledge and authority are dynamically reassigned am…
Facilitating Intercultural Communication in Parent–Teacher Conferences
Maria was a fifth grade student when the authors met her in a study of immigrant child-language brokers. Her family immigrated from a farming community in Mexico to a Chicago suburb where there wer
Developing Academic Identities
This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students’ implicit understandings of the requirements of academic voice. Through comparisons of each student’s texts, strategies for taking up academic voices become more transparent. We provide analytic tools with which to reframe …
Recognizing Different Kinds of “Head Starts”
The authors consider how the National Early Literacy Panel’s decision to focus on identifying precursors to “conventional” literacy skills shaped the questions asked, conclusions drawn, and take-home message of the panel’s 2008 report. They suggest that this approach may keep the field of literacy research from seeing and valuing other kinds of “head starts”—including ones that are better aligned with the broad, flexible, transcultural literacy s…
New Immigrant Youth Interpreting in White Public Space
Bilingual children are frequently called on to use their linguistic and communicative virtuosity to interpret for monolingual speakers. In this article, we theorize child interpreters' positionalities within the interstices of several borderlands: as children; as interpreters and translators interpreting different languages, registers, and discourses; and as immigrants seeking services within white public space. We analyze how youths are position…
It's One of Those Things That You Do to Help the Family”
This article examines how immigrant adolescent development is shaped by the cultural and linguistic practice of language brokering. Framed by theories on interdependent/independent developmental scripts, the changing experiences and views of 12 Latino/a children of U.S. immigrants over 5 years were analyzed. It was found that translating is a relational, interdependent activity in which adolescents both help and receive help from family members. …
Cultural Modeling
In this article, the authors use and further elaborate a cultural modeling framework to juxtapose two distinct yet analogous literacy practices: The out‐of‐school practice of translating and interpreting across languages, or “para‐phrasing” The cross‐disciplinary and school‐based practice of paraphrasing or summarizing written texts Data are from field notes based on two years of ethnographic observations conducted in the homes and classrooms of …
I Helped My Mom,” and It Helped Me
This study illustrates the regularity with which the children of mostly Mexican immigrants in Chicago interpret languages and cultural practices for their families. It also tests the hypothesis, generated from qualitative research, that such “language brokering” is related to academic outcomes. Using data collected from a subset of children ($$n=87$$), longitudinal regression models, which controlled for early school performance, showed that high…
At Last
In this brief essay, we take the opportunity to engage our literacy colleagues in a re-examination of approaches that have become normative ways of framing, representing, and describing English Learners and other nondominant students in literacy research
Transnational Childhoods
Drawing upon ethnographic research in contemporary California, with case studies of migrants from Mexico, Central America, Korea, and Yemen, we analyze children's presence and participation in processes of migration and in the constitution of transnational social fields. Various facets of child-adult relations enter into children's movement across national borders, including their economic dependence and growing capacity to contribute labor; vari…
Accessing Assets
Drawing on a mixed-method program of research including the survey responses of 236 Spanish-speaking children, as well as extensive interviews, participant observation, and audiotaped data gathered in four different communities, we unpack the ways in which bilingual youth use their knowledge of English and U.S. cultural/institutional practices to speak, listen, read, write, and do things for their immigrant parents, mostly from Mexico. We demonst…
Space and place in an Urban Landscape
In this paper, I examine photos made by children as one part of a three‐year, ethnographic study of childhoods in different communities in California. Within this study, the children's photographs—and their talk about these and other images—illuminate distinctions between the urban spaces that outsiders might notice from particular urban places meaningful to children themselves. These images and commentaries reveal some of the ways in which the c…
It's One of Those Things That You Do to Help the Family”
This article examines how immigrant adolescent development is shaped by the cultural and linguistic practice of language brokering. Framed by theories on interdependent/independent developmental scripts, the changing experiences and views of 12 Latino/a children of U.S. immigrants over 5 years were analyzed. It was found that translating is a relational, interdependent activity in which adolescents both help and receive help from family members. …
In Other Words
S In this article we report on ethnographic research that explores the range of ways in which Spanish‐English bilingual immigrant youth interpret English language texts for their families. Drawing on participant observation in the homes and classrooms of 18 young adolescents who serve as interpreters for their families, 86 transcripts of theseinterpreters' oral Spanish translations of English texts, and 95 journal entries written by the youth abo…
I Helped My Mom,” and It Helped Me
This study illustrates the regularity with which the children of mostly Mexican immigrants in Chicago interpret languages and cultural practices for their families. It also tests the hypothesis, generated from qualitative research, that such “language brokering” is related to academic outcomes. Using data collected from a subset of children ($$n=87$$), longitudinal regression models, which controlled for early school performance, showed that high…
New Immigrant Youth Interpreting in White Public Space
Bilingual children are frequently called on to use their linguistic and communicative virtuosity to interpret for monolingual speakers. In this article, we theorize child interpreters' positionalities within the interstices of several borderlands: as children; as interpreters and translators interpreting different languages, registers, and discourses; and as immigrants seeking services within white public space. We analyze how youths are position…
Cultural Modeling
In this article, the authors use and further elaborate a cultural modeling framework to juxtapose two distinct yet analogous literacy practices: The out‐of‐school practice of translating and interpreting across languages, or “para‐phrasing” The cross‐disciplinary and school‐based practice of paraphrasing or summarizing written texts Data are from field notes based on two years of ethnographic observations conducted in the homes and classrooms of …
Translating Into Understanding
This mixed-method study assessed the nature of language brokering and the relationship between language brokering and prosocial capacities in a sample of 139 college students from ethnically diverse immigrant families. The prosocial capacities of interest were empathic concern and two forms of perspective-taking: general perspective-taking (understanding the perspectives of others) and transcultural perspective-taking (understanding of divergent …
Cultural and social processes of language brokering among Arab, Asian, and Latin immigrants
This study examines how language and culture brokering (translating and interpreting language and culture for others) influences the acculturative experiences and self-perceptions of young adults from immigrant Arab, Asian, and Latino American backgrounds. Semi-structured interviews with 10 participants suggest that mediating information for members of different cultural and linguistic groups strengthens awareness of linguistic, cultural, and soc…
Shifting in the Zone
In this article we offer a new look at the dynamic nature of teaching and learning as we investigate everyday language-brokering events in immigrant families. We consider how children and adult interlocutors collaborate in the construction of knowledge and examine language-brokering activities as socially situated learning tasks that take place in dynamic zones of proximal development in which knowledge and authority are dynamically reassigned am…
Re-interpreting
This article probes how childhood experiences are actively taken into adult lives and thus challenges the unwitting and unintentional reproduction of an adult-child binary in childhood studies. We do this by analyzing interviews with one adult daughter of immigrants from Mexico to the United States at four points in time (ages 19, 26, 27, and 33). Using narrative analysis to examine the mutability of memory, we consider how Eva oriented herself t…
Cultural Diversity Research on Learning and Development
In this article we identify two major conceptual and methodological limitations to current treatments of cultural diversity in social science research: (a) the tendency to treat race, ethnicity, culture, and social class as fixed and often essentialized categories rather than as multi-faceted, situated, and socially constructed processes; and (b) the tendency to focus on single levels of analysis rather than to look across levels, especially by l…
Translanguaging within Enactments of Quotidian Interpreter-Mediated Interactions
This article provides a critical review of the interdisciplinary literature on child language brokering (CLB), employing a Bakhtinian translinguistic perspective. The extant literature isolates the child language broker as a particular kind of vulnerable speaking subject, without regard to the ways in which ideologies of language shape cross-generational linguistic exchanges in zones of cultural contact. Broader attention to bilingual communicati…
Recognizing Different Kinds of “Head Starts”
The authors consider how the National Early Literacy Panel’s decision to focus on identifying precursors to “conventional” literacy skills shaped the questions asked, conclusions drawn, and take-home message of the panel’s 2008 report. They suggest that this approach may keep the field of literacy research from seeing and valuing other kinds of “head starts”—including ones that are better aligned with the broad, flexible, transcultural literacy s…
Facilitating Intercultural Communication in Parent–Teacher Conferences
Maria was a fifth grade student when the authors met her in a study of immigrant child-language brokers. Her family immigrated from a farming community in Mexico to a Chicago suburb where there wer
In the service of surveillance
Cet article examine des situations où des enfants traduisent des rencontres parents-enseignants entre les familles d’immigrants mexicains et les enseignants américains. Avec une approche ethnographique et de l’analyse du discours, l’article met l’accent sur le positionnement des enfants immigrants dans ces interactions, en accordant une attention particulière à la façon dont les enfants négocient les différents niveaux de surveillance de la part …
Appropriating the voice of the superheroes
What Do Feminist Theories Have to Offer to Literacy, Education, and Research
The authors share how feminist theories affect their own work and explore the influence of feminist methodologies on classroom research
Literacy as a Gendered Social Practice
L'A. examine les aspects de genre de l'ecrit dans les espaces multiples de deux classes primaires bilingues d'une communaute de travailleurs latino-americains. Reposant sur une perspective socioculturelle du lire-ecrire et du genre, la recherche tourne autour d'une question centrale Comment l'ecrit construit le genre et l'ecrit de genre au moyen de differents contextes d'apprentissage de l'ecrit a l'ecole
Solidarity, Transculturality, Educational Anthropology, and (the Modest Goal of) Transforming the World
Year-Round Schools and the Politics of Time
This ethnographic study explores the politics of time in a multitrack, "yearround" school in inner-city Los Angeles. We analyze different types and experiences of time within the school and time collisions across institutions in this densely populated immigrant community. Viewing time as a contested commodity, we examine the politics behind the presumed impartiality of the clock and calendar. The school's year-round schedule is especially problem…
Cultivating linguistic flexibility in contexts of super-diversity
In this article we embrace the call that Flores and Lewis (this issue) put forth for situating research on linguistic "super-diversity" within particular historical, cultural and social contexts, challenging monolingual norms, and acknowledging ideological forces that drive the "sociopolitical emergence" of particular language practices. Using ethnographic and audiotaped data, we explore emergent linguistic practices in an after-school program in…
Appropriating the voice of the superheroes
Forging the Road Together
1. This title draws from a line in an eloquent poem by Antonio Machado, which Macedo cites in closing his book: “Caminante, no hay camino, se hace camino al andar.” ( “Walker, there is no road. The road is made as one walks”)
Literacy as a Gendered Social Practice
L'A. examine les aspects de genre de l'ecrit dans les espaces multiples de deux classes primaires bilingues d'une communaute de travailleurs latino-americains. Reposant sur une perspective socioculturelle du lire-ecrire et du genre, la recherche tourne autour d'une question centrale Comment l'ecrit construit le genre et l'ecrit de genre au moyen de differents contextes d'apprentissage de l'ecrit a l'ecole
What Do Feminist Theories Have to Offer to Literacy, Education, and Research
The authors share how feminist theories affect their own work and explore the influence of feminist methodologies on classroom research
Con Respeto
Year-Round Schools and the Politics of Time
This ethnographic study explores the politics of time in a multitrack, "yearround" school in inner-city Los Angeles. We analyze different types and experiences of time within the school and time collisions across institutions in this densely populated immigrant community. Viewing time as a contested commodity, we examine the politics behind the presumed impartiality of the clock and calendar. The school's year-round schedule is especially problem…
Bilingual Education in an Immigrant Community
Drawing from multiple data sources (observations, interviews, and focus groups) collected during two ethnographic studies in a Latino immigrant community in Los Angeles, California, we analyse community members' perspectives on bilingualism and language uses - views that have been largely neglected in recent policy debates about bilingual education. We explore parents' and children's talk about language; both emphasised the importance of English,…
Space and place in an Urban Landscape
In this paper, I examine photos made by children as one part of a three‐year, ethnographic study of childhoods in different communities in California. Within this study, the children's photographs—and their talk about these and other images—illuminate distinctions between the urban spaces that outsiders might notice from particular urban places meaningful to children themselves. These images and commentaries reveal some of the ways in which the c…
The Work Kids Do
In this article, Marjorie Faulstich Orellana highlights the work immigrant children do as active agents in supporting and sustaining their families, households, and schools. Building on the work of sociologists who examine children's engagement in social processes, Orellana maintains that we should not lose sight of children's present lives and daily contributions in our concern for their futures. Similarly, we should not see immigrant children o…
Transnational Childhoods
Drawing upon ethnographic research in contemporary California, with case studies of migrants from Mexico, Central America, Korea, and Yemen, we analyze children's presence and participation in processes of migration and in the constitution of transnational social fields. Various facets of child-adult relations enter into children's movement across national borders, including their economic dependence and growing capacity to contribute labor; vari…
Latinos in the Midwest
In this issue, we focus on Latinos living in the "heartlands" of the United States. We share our experiences in various communities in the Midwest, particularly in and around the Chicago and Milwaukee area. The work we report on encompasses research in school and non-school settings, with children, families, young people, and older adults, and with immigrants from different towns and countries of origin. We unify these experiences by adopting the…
Mexican Immigrant Networks and Home-School Connections
As the 2000 census makes clear, the Latino population in the United States is growing faster than any other group. Much of the growth is due to immigration from Mexico and other countries in Latin America, and many immigrants are settling in cities and towns far from traditional "receiving communities," in areas of the country that have historically had little contact with non-English speakers
In Other Words
S In this article we report on ethnographic research that explores the range of ways in which Spanish‐English bilingual immigrant youth interpret English language texts for their families. Drawing on participant observation in the homes and classrooms of 18 young adolescents who serve as interpreters for their families, 86 transcripts of theseinterpreters' oral Spanish translations of English texts, and 95 journal entries written by the youth abo…
Cultural Diversity Research on Learning and Development
In this article we identify two major conceptual and methodological limitations to current treatments of cultural diversity in social science research: (a) the tendency to treat race, ethnicity, culture, and social class as fixed and often essentialized categories rather than as multi-faceted, situated, and socially constructed processes; and (b) the tendency to focus on single levels of analysis rather than to look across levels, especially by l…
Accessing Assets
Drawing on a mixed-method program of research including the survey responses of 236 Spanish-speaking children, as well as extensive interviews, participant observation, and audiotaped data gathered in four different communities, we unpack the ways in which bilingual youth use their knowledge of English and U.S. cultural/institutional practices to speak, listen, read, write, and do things for their immigrant parents, mostly from Mexico. We demonst…
Anthropological and Sociological Perspectives on the Study of Children
At Last
In this brief essay, we take the opportunity to engage our literacy colleagues in a re-examination of approaches that have become normative ways of framing, representing, and describing English Learners and other nondominant students in literacy research
At Last
In our previous “At Last” essay, “The “Problem’ of English Learners: Constructing Genres of Difference” (Gutiérrez & Orellana, 2006), we identified a predictable genre that characterizes much research on English Learners. We noted how the genre may unwittingly perpetuate deficit constructions and keep us from identifying other issues for redress”such as structural and institutional inequalities that create the vulnerability of non-dominant studen…
I Helped My Mom,” and It Helped Me
This study illustrates the regularity with which the children of mostly Mexican immigrants in Chicago interpret languages and cultural practices for their families. It also tests the hypothesis, generated from qualitative research, that such “language brokering” is related to academic outcomes. Using data collected from a subset of children ($$n=87$$), longitudinal regression models, which controlled for early school performance, showed that high…
It's One of Those Things That You Do to Help the Family”
This article examines how immigrant adolescent development is shaped by the cultural and linguistic practice of language brokering. Framed by theories on interdependent/independent developmental scripts, the changing experiences and views of 12 Latino/a children of U.S. immigrants over 5 years were analyzed. It was found that translating is a relational, interdependent activity in which adolescents both help and receive help from family members. …
Cultural Modeling
In this article, the authors use and further elaborate a cultural modeling framework to juxtapose two distinct yet analogous literacy practices: The out‐of‐school practice of translating and interpreting across languages, or “para‐phrasing” The cross‐disciplinary and school‐based practice of paraphrasing or summarizing written texts Data are from field notes based on two years of ethnographic observations conducted in the homes and classrooms of …
New Immigrant Youth Interpreting in White Public Space
Bilingual children are frequently called on to use their linguistic and communicative virtuosity to interpret for monolingual speakers. In this article, we theorize child interpreters' positionalities within the interstices of several borderlands: as children; as interpreters and translators interpreting different languages, registers, and discourses; and as immigrants seeking services within white public space. We analyze how youths are position…
Developing Academic Identities
This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students’ implicit understandings of the requirements of academic voice. Through comparisons of each student’s texts, strategies for taking up academic voices become more transparent. We provide analytic tools with which to reframe …
Recognizing Different Kinds of “Head Starts”
The authors consider how the National Early Literacy Panel’s decision to focus on identifying precursors to “conventional” literacy skills shaped the questions asked, conclusions drawn, and take-home message of the panel’s 2008 report. They suggest that this approach may keep the field of literacy research from seeing and valuing other kinds of “head starts”—including ones that are better aligned with the broad, flexible, transcultural literacy s…
Facilitating Intercultural Communication in Parent–Teacher Conferences
Maria was a fifth grade student when the authors met her in a study of immigrant child-language brokers. Her family immigrated from a farming community in Mexico to a Chicago suburb where there wer
Sociology (34 obras) · Psychology (25 obras) · Multilingual Education and Policy (21 obras) · Pedagogy (20 obras) · Political science (19 obras) · Immigration (17 obras) · Linguistics (15 obras) · Anthropology (12 obras) · Ethnography (10 obras) · Gender Studies (10 obras)