Ana Christina Dasilva Iddings
Biographic Data
| ID | 224311 |
|---|---|
| NAME | Ana Christina Dasilva Iddings |
| GIVEN NAMES | Ana Christina Dasilva |
| FAMILY NAME | Iddings |
| SIGNATURE | IDDINGS A C D |
| AFFILIATIONS | University of Arizona |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 4 |
Understanding the potential in elementary classrooms through Dynamic Assessment
This paper reports on a research project aiming to investigate a Dynamic Assessment (DA) approach to the development of academic writing for 7-year-old new immigrant English language learners in elementary classrooms. The research design entailed a case study methodology focusing on the application of iterative cycles of DAs aimed at improving students’ writing abilities in relationship with the development of metalinguistic awareness in the nati…
In the Arid Zone
This article presents a variety of issues related to the effects of restrictive language and educational policies that ultimately limits important resources for English language learners (i.e., services, funding, time, and information). The authors spotlight the state of Arizona as an unfortunate case of language control through policies, which has the promise of being replicated in other areas of the United States. As these forms of control make…
That Child Is a Yellow
In this article, we utilize the concepts of conceptual metaphors, cultural models, and master myths to discuss the ways by which three new immigrant children, native speakers of Spanish, were developing conceptions of English language, literacy, and learner's identities. Our findings point to 3 main metaphors that were often implicit in the school environment: (a) writing as procedures, (b) English as success, and (c) learners as test scoring cat…
Conscientização Through Graffiti Literacies in the Streets of a São Paulo Neighborhood
In this study, we applied an ecosocial semiotic theoretical framework to the analysis of graffiti literacies in the Vila Madalena neighborhood of São Paulo, Brazil, to inquire about the nature and processes of conscientização (critical awareness) for adult street dwellers who had no or little ability to read and write (as traditionally defined). An ecosocial semiotic framework suggests that people shape their environment through the use of signs,…
Special Issue on Second and Foreign Language Learning and Teaching
As the site of confluence of several disciplines interested in language acquisition and use, the field of applied linguistics is the overarching domain of research dedicated to the study of second
The Social Genesis of Self-Regulation
From a sociocultural perspective the concept of self-regulation is associated to voluntary control over higher and culturally organized mental functions such as, for example, focusing attention, planning a course of action, solving a problem, or deliberately remembering something. Thus, the ability to self-regulate is highly related to school success. The present article examines the ways by which two newly arrived immigrant Korean students, lear…
Bridging Home and School Literacy Practices
This article reports on a family literacy program that began with the creation and implementation of a Welcome Center in an elementary school in the Southwest United States. This center was intended to be a place where recent immigrant students and their families, teachers, as well as other community members, came together to participate in literacy activities. While serving the intended purposes, the Welcome Center also proved to be a useful ven…
The Mediational Role of Classroom Practices During the Silent Period
For this article we aimed to understand the emergence of English as a second language for a newly immigrated Mexican student, a native speaker of Spanish, enrolled in a mainstream kindergarten classroom, who was undergoing the silent period (Krashen, 1981). Applying ecological approaches that emphasize learners in relationship with their environment, we analyzed three particular classroom practices and their respective mediational roles for the d…
Integrating Home and School Identities of Recent-Immigrant Hispanic English Language Learners Through Classroom Practices
The negotiation of integrated home and school identities of 3 second grade Hispanic English language learners (ELLs) included in an English–dominant classroom are explored through sociocultural paradigms, with an emphasis on the role of the individual's agency in the social construction of identities. In addition, we examine the conditions within the classroom context and practices that may influence the negotiation of the children's home and sch…
Linguistic Access and Participation
This investigation explored the ways in which English language learners (ELLs) included in an English-dominant, mainstream secondgrade classroom gained access to classroom activities and to the language that conveyed them, and the ways in which these students came to participate in the classroom context. These questions were investigated through the lens of the theoretical construct of community of practice, which emphasizes learning as participa…
Conscientização Through Graffiti Literacies in the Streets of a São Paulo Neighborhood
In this study, we applied an ecosocial semiotic theoretical framework to the analysis of graffiti literacies in the Vila Madalena neighborhood of São Paulo, Brazil, to inquire about the nature and processes of conscientização (critical awareness) for adult street dwellers who had no or little ability to read and write (as traditionally defined). An ecosocial semiotic framework suggests that people shape their environment through the use of signs,…
In the Arid Zone
This article presents a variety of issues related to the effects of restrictive language and educational policies that ultimately limits important resources for English language learners (i.e., services, funding, time, and information). The authors spotlight the state of Arizona as an unfortunate case of language control through policies, which has the promise of being replicated in other areas of the United States. As these forms of control make…
Integrating Home and School Identities of Recent-Immigrant Hispanic English Language Learners Through Classroom Practices
The negotiation of integrated home and school identities of 3 second grade Hispanic English language learners (ELLs) included in an English–dominant classroom are explored through sociocultural paradigms, with an emphasis on the role of the individual's agency in the social construction of identities. In addition, we examine the conditions within the classroom context and practices that may influence the negotiation of the children's home and sch…
Linguistic Access and Participation
This investigation explored the ways in which English language learners (ELLs) included in an English-dominant, mainstream secondgrade classroom gained access to classroom activities and to the language that conveyed them, and the ways in which these students came to participate in the classroom context. These questions were investigated through the lens of the theoretical construct of community of practice, which emphasizes learning as participa…
Bridging Home and School Literacy Practices
This article reports on a family literacy program that began with the creation and implementation of a Welcome Center in an elementary school in the Southwest United States. This center was intended to be a place where recent immigrant students and their families, teachers, as well as other community members, came together to participate in literacy activities. While serving the intended purposes, the Welcome Center also proved to be a useful ven…
The Mediational Role of Classroom Practices During the Silent Period
For this article we aimed to understand the emergence of English as a second language for a newly immigrated Mexican student, a native speaker of Spanish, enrolled in a mainstream kindergarten classroom, who was undergoing the silent period (Krashen, 1981). Applying ecological approaches that emphasize learners in relationship with their environment, we analyzed three particular classroom practices and their respective mediational roles for the d…
Linguistic Access and Participation
This investigation explored the ways in which English language learners (ELLs) included in an English-dominant, mainstream secondgrade classroom gained access to classroom activities and to the language that conveyed them, and the ways in which these students came to participate in the classroom context. These questions were investigated through the lens of the theoretical construct of community of practice, which emphasizes learning as participa…
Integrating Home and School Identities of Recent-Immigrant Hispanic English Language Learners Through Classroom Practices
The negotiation of integrated home and school identities of 3 second grade Hispanic English language learners (ELLs) included in an English–dominant classroom are explored through sociocultural paradigms, with an emphasis on the role of the individual's agency in the social construction of identities. In addition, we examine the conditions within the classroom context and practices that may influence the negotiation of the children's home and sch…
The Mediational Role of Classroom Practices During the Silent Period
For this article we aimed to understand the emergence of English as a second language for a newly immigrated Mexican student, a native speaker of Spanish, enrolled in a mainstream kindergarten classroom, who was undergoing the silent period (Krashen, 1981). Applying ecological approaches that emphasize learners in relationship with their environment, we analyzed three particular classroom practices and their respective mediational roles for the d…
Bridging Home and School Literacy Practices
This article reports on a family literacy program that began with the creation and implementation of a Welcome Center in an elementary school in the Southwest United States. This center was intended to be a place where recent immigrant students and their families, teachers, as well as other community members, came together to participate in literacy activities. While serving the intended purposes, the Welcome Center also proved to be a useful ven…
Special Issue on Second and Foreign Language Learning and Teaching
As the site of confluence of several disciplines interested in language acquisition and use, the field of applied linguistics is the overarching domain of research dedicated to the study of second
The Social Genesis of Self-Regulation
From a sociocultural perspective the concept of self-regulation is associated to voluntary control over higher and culturally organized mental functions such as, for example, focusing attention, planning a course of action, solving a problem, or deliberately remembering something. Thus, the ability to self-regulate is highly related to school success. The present article examines the ways by which two newly arrived immigrant Korean students, lear…
Conscientização Through Graffiti Literacies in the Streets of a São Paulo Neighborhood
In this study, we applied an ecosocial semiotic theoretical framework to the analysis of graffiti literacies in the Vila Madalena neighborhood of São Paulo, Brazil, to inquire about the nature and processes of conscientização (critical awareness) for adult street dwellers who had no or little ability to read and write (as traditionally defined). An ecosocial semiotic framework suggests that people shape their environment through the use of signs,…
In the Arid Zone
This article presents a variety of issues related to the effects of restrictive language and educational policies that ultimately limits important resources for English language learners (i.e., services, funding, time, and information). The authors spotlight the state of Arizona as an unfortunate case of language control through policies, which has the promise of being replicated in other areas of the United States. As these forms of control make…
That Child Is a Yellow
In this article, we utilize the concepts of conceptual metaphors, cultural models, and master myths to discuss the ways by which three new immigrant children, native speakers of Spanish, were developing conceptions of English language, literacy, and learner's identities. Our findings point to 3 main metaphors that were often implicit in the school environment: (a) writing as procedures, (b) English as success, and (c) learners as test scoring cat…
Understanding the potential in elementary classrooms through Dynamic Assessment
This paper reports on a research project aiming to investigate a Dynamic Assessment (DA) approach to the development of academic writing for 7-year-old new immigrant English language learners in elementary classrooms. The research design entailed a case study methodology focusing on the application of iterative cycles of DAs aimed at improving students’ writing abilities in relationship with the development of metalinguistic awareness in the nati…
Psychology (9 works) · Linguistics (8 works) · Multilingual Education and Policy (8 works) · Pedagogy (8 works) · Mathematics education (7 works) · Sociology (6 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works) · Literacy (4 works) · Ell (3 works)