Gisela Ernst‐slavit
Biographic Data
| ID | 171383 |
|---|---|
| NAME | Gisela Ernst‐slavit |
| GIVEN NAMES | Gisela |
| FAMILY NAME | Ernst‐slavit |
| SIGNATURE | SLAVIT G E |
| AFFILIATIONS | Washington State University |
| ORCID | 0000-0002-3133-4623 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Latina Paraeducators’ Stories of Resistance, Resilience, and Adaptation in an Alternative Route to Teaching Program
Adichie asserts that “stories matter” because they help us to humanize and empower one another. Stories allow us to make sense of our experiences or the “lived stories” of our lives. This qualitative case study draws from a federally funded, multiyear mixed-methods study focusing on an alternative route to teaching program designed to certify English language learning and bilingual teachers. Using Yosso’s Community Cultural Wealth (CCW) model and…
La planificación lingüística del Maya yucateco y la educación bilingüe en Yucatán
La rápida disminución de las lenguas originarias representa una de las problemáticas más relevantes en la lingüística aplicada. El rol que juegan los maestros de las lenguas originarias en la implementación de la planificación lingüística por medio de sus prácticas pedagógicas es un asunto significativo, pero poco investigado. Este estudio etnográfico examina un programa de formación docente para la enseñanza del maya yucateco. El estudio incluyó…
Equity perspectives and restrictionist policies
Amidst the current climate surrounding bilingual education in the U.S., this study looked critically at the ways language education policies informed bilingual education as language was constructed and performed in a dual language bilingual, Spanish-English, third-grade classroom. This four-year ethnographic study explored the hegemonic realities of TWDLI classrooms and the role language played in affording and restricting the types of talk that …
“Unless You Were Native American…Everybody Came From Another Country
Set amidst an increasingly tense discourse about immigration and substantial pressures on educators, this study examines a three-week fourth-grade social studies unit as taught to a class with a large number of English learners located in a low-income school in the Pacific Northwest. Using ethnographic and sociolinguistic perspectives, we provide evidence of how the teacher leverages a wide array of instructional strategies and scaffolds to build…
Teaching in the Margins
Companeros
A three-year partnership between a research university and a local elementary school in the northwest resulted in the creation of a K-5 weekly Spanish program staffed by college students majoring in elementary education with bilingual or ESL education endorsements. A central component of this collaborative effort is the FLES methods course for preparation of college students. A theoretical model provided the basis for the integration of the two c…
Teacher Thinking in Cultural Contexts
Teacher Thinking in Cultural Contexts. Francisco A. Rios, ed. Albany: State University of New York Press, 1996. 400 pp
Teaching in the Margins
Equity perspectives and restrictionist policies
Amidst the current climate surrounding bilingual education in the U.S., this study looked critically at the ways language education policies informed bilingual education as language was constructed and performed in a dual language bilingual, Spanish-English, third-grade classroom. This four-year ethnographic study explored the hegemonic realities of TWDLI classrooms and the role language played in affording and restricting the types of talk that …
Teacher Thinking in Cultural Contexts
Teacher Thinking in Cultural Contexts. Francisco A. Rios, ed. Albany: State University of New York Press, 1996. 400 pp
Companeros
A three-year partnership between a research university and a local elementary school in the northwest resulted in the creation of a K-5 weekly Spanish program staffed by college students majoring in elementary education with bilingual or ESL education endorsements. A central component of this collaborative effort is the FLES methods course for preparation of college students. A theoretical model provided the basis for the integration of the two c…
Teaching in the Margins
“Unless You Were Native American…Everybody Came From Another Country
Set amidst an increasingly tense discourse about immigration and substantial pressures on educators, this study examines a three-week fourth-grade social studies unit as taught to a class with a large number of English learners located in a low-income school in the Pacific Northwest. Using ethnographic and sociolinguistic perspectives, we provide evidence of how the teacher leverages a wide array of instructional strategies and scaffolds to build…
Equity perspectives and restrictionist policies
Amidst the current climate surrounding bilingual education in the U.S., this study looked critically at the ways language education policies informed bilingual education as language was constructed and performed in a dual language bilingual, Spanish-English, third-grade classroom. This four-year ethnographic study explored the hegemonic realities of TWDLI classrooms and the role language played in affording and restricting the types of talk that …
La planificación lingüística del Maya yucateco y la educación bilingüe en Yucatán
La rápida disminución de las lenguas originarias representa una de las problemáticas más relevantes en la lingüística aplicada. El rol que juegan los maestros de las lenguas originarias en la implementación de la planificación lingüística por medio de sus prácticas pedagógicas es un asunto significativo, pero poco investigado. Este estudio etnográfico examina un programa de formación docente para la enseñanza del maya yucateco. El estudio incluyó…
Latina Paraeducators’ Stories of Resistance, Resilience, and Adaptation in an Alternative Route to Teaching Program
Adichie asserts that “stories matter” because they help us to humanize and empower one another. Stories allow us to make sense of our experiences or the “lived stories” of our lives. This qualitative case study draws from a federally funded, multiyear mixed-methods study focusing on an alternative route to teaching program designed to certify English language learning and bilingual teachers. Using Yosso’s Community Cultural Wealth (CCW) model and…
Sociology (6 works) · Pedagogy (5 works) · Psychology (5 works) · Mathematics education (4 works) · Multilingual Education and Policy (4 works) · Social science (4 works) · EFL/ESL Teaching and Learning (3 works) · Political science (3 works) · Second Language Learning and Teaching (3 works) · Teacher Education and Leadership Studies (3 works)