Victor Lozada
Biographic Data
| ID | 4446497 |
|---|---|
| NAME | Victor Lozada |
| GIVEN NAMES | Victor |
| FAMILY NAME | Lozada |
| SIGNATURE | LOZADA V |
| AFFILIATIONS | University of North Texas at Dallas |
| ORCID | 0000-0001-7764-3467 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
English-medium teachers as policymakers through critical translingual literacy instruction
Many classrooms include students who use multiple languages other than the school-sanctioned or teacher's language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates…
Understanding the power of Latinx families to support the academic and personal development of their children
This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children’s education, and how teachers activate families’ capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by communicating high expectations to their children; social capital by building relationships with teachers; …
English-medium teachers as policymakers through critical translingual literacy instruction
Many classrooms include students who use multiple languages other than the school-sanctioned or teacher's language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates…
Understanding the power of Latinx families to support the academic and personal development of their children
This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children’s education, and how teachers activate families’ capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by communicating high expectations to their children; social capital by building relationships with teachers; …
Understanding the power of Latinx families to support the academic and personal development of their children
This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children’s education, and how teachers activate families’ capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by communicating high expectations to their children; social capital by building relationships with teachers; …
English-medium teachers as policymakers through critical translingual literacy instruction
Many classrooms include students who use multiple languages other than the school-sanctioned or teacher's language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates…
Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Applied linguistics (1 works) · Asset (computer security (1 works) · Capital (architecture (1 works) · Critical literacy (1 works) · Cultural capital (1 works) · Developmental psychology (1 works) · Early Childhood Education and Development (1 works)