Eurydice Bauer
Biographic Data
| ID | 4860985 |
|---|---|
| NAME | Eurydice Bauer |
| GIVEN NAMES | Eurydice |
| FAMILY NAME | Bauer |
| SIGNATURE | BAUER E |
| AFFILIATIONS | University of South Carolina |
| VERIFIED | No |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 27 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Literacy and Bilingualism
This entry examines the shifting definitions of literacy within bilingual education through the lens of language ideology, highlighting how dominant monolingual norms have historically shaped and constrained literacy practices. Moving beyond narrow and autonomous views of literacy as the ability to decode print, the discussion leverages new insights rooted in frameworks such as multiliteracies, biliteracy, critical literacy, and translanguaging t…
Literacy as Bearing Witness
Special Call Issue “Critical Religious Literacy”
Reading Linguistically Diverse Print, Visual, and Digital Texts Across Physical and Virtual Worlds
Science of Literacies
Critical Religious Literacy
“I Have Magic in My Mouf!”
Critically Engaging “the Other”
Understanding Affect and Culture Within Pedagogical and Assessment Practices in Language and Literacy Education
That’s my mission”
Numerous complexities undergird how parents support the bilingual development of their young learners, especially in a predominantly monolingual-centric society. In this article, we highlight belief practices which informed parents' decision-making processes in supporting their children, who were enrolled in a diverse dual language immersion school in the Southeast U.S. Specifically, we focus on four ideological "investments" (Darvin & Norton, 20…
Categorization in Literacy Contexts
Centering Student Voice in Literacy Research
In México, I was someone, but here I am a nobody
In this article, we present parallel narratives of an immigrant youth and her mother who have had to maneuver continual and abrupt interruptions in family cohesiveness and other daily experiences due to anti-immigrant policies and the materialization of being cast beyond love. We highlight how they created spaces of self-transformational love and coalitional love to resist measures of exclusion and redraw how they participated in a divided world.…
Centering Learners
Global, International, and Transnational Perspectives on Literacy
Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders
Community, Collaboration, and the Co-Construction of Learning
Identity, Diversity, and Inclusion
Living nan lonbraj la
Background Immigrant young people face many challenges in reconciling sociocultural differences that exist in their day-to-day experiences (e.g., school, home, peers), which raises important questions for how school settings can support these students’ navigation of these experiences. Much is yet to be learned about the manifestation processes for these young people. This is especially true for Haitian immigrant young people as they encounter rac…
Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program
This article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students’ translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences ac…
Understanding Students With Immigration Backgrounds
In this article we propose that teaching/learning is a process that involves world knowledge, identity, and future construction of oneself. The goal of this qualitative research paper is to document the experiences of 2 fourth-grade students with immigration backgrounds in Germany. Using a poststructuralist approach to language and identity, we analyzed students’ views on learning in the regular classroom and in the German as a Second Language cl…
Socio-Constructivist and Political Views on Teachers' Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools
Researchers have reported that two types of instructional approaches—strategy instruction and high-level talk about text—lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the literature on the two instructional approaches (cognitive strategy instruction and responsive engagement instru…
New literacies and the institution of old learning
Book reviewed in this article: What Video Games Have to Teach Us About Learning and Literacy. James Paul Gee. 2003. New Literacies: Changing Knowledge and Classroom Learning. Colin Lankshear and Michele Knobel. 2003
Designing Early Literacy Programs
Designing Early Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children, by Lea McGee & Donald J. Richgels. New York: Guilford Press, 2003. 207 pp. $ 28.00, paperback. Literacy development of at-risk students is an increasingly popular line of inquiry that reflects the growing concern that a number of school-age students enter school with limited literacy skills and remain behind their counterparts as they move through the g…
The pragmatic role of codeswitching in play contexts
Some of the theory and research on bilingualism and bilingual development have assumed the monolingual user as the norm. Recent development on the notion of multicompetence has questioned the validity of the monolingual norm, suggesting instead that multiple language users are uniquely distinct from monolinguals. In this study we describe one child's(Elena) varied uses of two languages, English and German, as she interacts with her adult caregive…
Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program
This article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students’ translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences ac…
Socio-Constructivist and Political Views on Teachers' Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools
Researchers have reported that two types of instructional approaches—strategy instruction and high-level talk about text—lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the literature on the two instructional approaches (cognitive strategy instruction and responsive engagement instru…
New literacies and the institution of old learning
Book reviewed in this article: What Video Games Have to Teach Us About Learning and Literacy. James Paul Gee. 2003. New Literacies: Changing Knowledge and Classroom Learning. Colin Lankshear and Michele Knobel. 2003
Understanding Students With Immigration Backgrounds
In this article we propose that teaching/learning is a process that involves world knowledge, identity, and future construction of oneself. The goal of this qualitative research paper is to document the experiences of 2 fourth-grade students with immigration backgrounds in Germany. Using a poststructuralist approach to language and identity, we analyzed students’ views on learning in the regular classroom and in the German as a Second Language cl…
Code-Switching during Shared and Independent Reading
Examines the code-switching patterns of a bilingual preschooler involved in English and German shared reading and independent reading. Finds that melodic text reduced code-switching; her view of the task influenced her code-switching; and her code-switching patterns during discussions were similar to talk outside the literacy event. Suggests qualitatively different benefits of highly predictable and literary texts for literacy/language developmen…
The pragmatic role of codeswitching in play contexts
Some of the theory and research on bilingualism and bilingual development have assumed the monolingual user as the norm. Recent development on the notion of multicompetence has questioned the validity of the monolingual norm, suggesting instead that multiple language users are uniquely distinct from monolinguals. In this study we describe one child's(Elena) varied uses of two languages, English and German, as she interacts with her adult caregive…
Lessons from a Classroom Teacher’s Use of Alternative Literacy Assessment
Investigates the possible link between a classroom teacher’s implementation of alternative literacy assessment and her classroom instruction. Illuminates the role that alternative literacy assessments can play in the classroom in terms of reflecting literacy task performance, presenting information on students’ strengths and weaknesses, and improving the quality of instruction provided to all students
Designing Early Literacy Programs
Designing Early Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children, by Lea McGee & Donald J. Richgels. New York: Guilford Press, 2003. 207 pp. $ 28.00, paperback. Literacy development of at-risk students is an increasingly popular line of inquiry that reflects the growing concern that a number of school-age students enter school with limited literacy skills and remain behind their counterparts as they move through the g…
New literacies and the institution of old learning
Book reviewed in this article: What Video Games Have to Teach Us About Learning and Literacy. James Paul Gee. 2003. New Literacies: Changing Knowledge and Classroom Learning. Colin Lankshear and Michele Knobel. 2003
Socio-Constructivist and Political Views on Teachers' Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools
Researchers have reported that two types of instructional approaches—strategy instruction and high-level talk about text—lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the literature on the two instructional approaches (cognitive strategy instruction and responsive engagement instru…
Understanding Students With Immigration Backgrounds
In this article we propose that teaching/learning is a process that involves world knowledge, identity, and future construction of oneself. The goal of this qualitative research paper is to document the experiences of 2 fourth-grade students with immigration backgrounds in Germany. Using a poststructuralist approach to language and identity, we analyzed students’ views on learning in the regular classroom and in the German as a Second Language cl…
Community, Collaboration, and the Co-Construction of Learning
Identity, Diversity, and Inclusion
Living nan lonbraj la
Background Immigrant young people face many challenges in reconciling sociocultural differences that exist in their day-to-day experiences (e.g., school, home, peers), which raises important questions for how school settings can support these students’ navigation of these experiences. Much is yet to be learned about the manifestation processes for these young people. This is especially true for Haitian immigrant young people as they encounter rac…
Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program
This article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students’ translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences ac…
Centering Learners
Global, International, and Transnational Perspectives on Literacy
Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders
Categorization in Literacy Contexts
Centering Student Voice in Literacy Research
In México, I was someone, but here I am a nobody
In this article, we present parallel narratives of an immigrant youth and her mother who have had to maneuver continual and abrupt interruptions in family cohesiveness and other daily experiences due to anti-immigrant policies and the materialization of being cast beyond love. We highlight how they created spaces of self-transformational love and coalitional love to resist measures of exclusion and redraw how they participated in a divided world.…
Critically Engaging “the Other”
Understanding Affect and Culture Within Pedagogical and Assessment Practices in Language and Literacy Education
That’s my mission”
Numerous complexities undergird how parents support the bilingual development of their young learners, especially in a predominantly monolingual-centric society. In this article, we highlight belief practices which informed parents' decision-making processes in supporting their children, who were enrolled in a diverse dual language immersion school in the Southeast U.S. Specifically, we focus on four ideological "investments" (Darvin & Norton, 20…
Literacy as Bearing Witness
Special Call Issue “Critical Religious Literacy”
Reading Linguistically Diverse Print, Visual, and Digital Texts Across Physical and Virtual Worlds
Science of Literacies
Critical Religious Literacy
Psychology (25 works) · Pedagogy (22 works) · Sociology (21 works) · Mathematics education (20 works) · Literacy (19 works) · Linguistics (10 works) · Multilingual Education and Policy (10 works) · Computer Science (6 works) · Education Systems and Policy (6 works) · Neuroscience of multilingualism (6 works)