Holly Hansen‐thoma
Biographic Data
| ID | 4874820 |
|---|---|
| NAME | Holly Hansen‐thoma |
| GIVEN NAMES | Holly |
| FAMILY NAME | Hansen‐thoma |
| SIGNATURE | THOMA H H |
| AFFILIATIONS | Texas Woman's University |
| ORCID | 0000-0002-4962-9446 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Translingual Disciplinary Literacies
The burgeoning work of translanguaging and bilingualism has much to offer adolescent learning spaces in order to provide bi/multilingual students more equitable opportunities to engage in disciplinary literacy at the high school level, particularly where there are many low‐incidence languages. Drawing from critical theories in both literacy and language research, we conducted this three‐year study in two U.S. high schools (grades 9–12) in order t…
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; …
Co-learning in the High School English Class through Translanguaging
There is a growing chasm between the instruction of secondary emergent bilinguals (EBs) and research illustrating the benefits of adolescent EBs using translanguaging practices for academic engagement and gains. Specifically, this qualitative study purposes to understand how monolingual teachers enact a translanguaging pedagogy in a high school classroom where English language acquisition is the focus. Findings indicate the primary resource the t…
Sanctioning a Space for Translanguaging in the Secondary English Classroom
Within the field of bilingual education, there is a growing movement to view students' multiple languages as resources (Garcia & Sylvan, 2011; Garcia & Wei, 2014; Ruiz, 1984). This paradigmatic change supplants decades of schooling in which bilingual youth were discouraged, shamed, and punished, sometimes even physically, for speaking their home languages in school (Arreguin-Anderson & Ruiz-Escalante, 2014; Guerra, 2012). place of the traditional…
High-stakes plumbing in the twenty-first century
This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon leaving higher education. This case study aims to describe the story, challenges and successes of one undo…
Discursive Practice in Language Learning and Teaching by Richard F. Young
What Do Mainstream Middle School Teachers Think About Their English Language Learners? A Tri-State Case Study
This article investigates teachers' attitudes toward English Language Learners (ELLs) at three middle schools in Texas, New York, and Pennsylvania. These schools have been critically impacted by the presence of ELLs, whether due to large numbers, or to smaller, concentrated populations in schools that traditionally have not served ELLs. This investigation highlights the commonly held belief that mathematics should be easy for ELLs because it is a…
Reform-Oriented Mathematics in Three 6th Grade Classes
Traditionally, mathematics has been considered easy for English language learners (ELLs) due to the belief that math is a “universal language.” At the same time, reform-oriented mathematics curricula, designed to promote mathematical discourse, are increasingly being adopted by schools serving large numbers of ELLs. CMP, the Connected Math Project, is one such reform-oriented curriculum. Taking a community-of-practice approach, this article compa…
An investigation of innovative quotatives in adolescent Chicana English in Texas
This small-scale mixed-methods study examines the use of non-traditional, innovative quotative introducers in the speech of adolescent Chicanas. Sociolinguistic interviews conducted over a one and a half year period provide linguistic and background data that illustrate quotative usage in the variety of Chicano English (ChE) spoken by teenage Texan girls. Interviews also served to highlight the relationship between constructs of identity and quot…
Language ideology, citizenship, and identity
Ideology plays a very important role in the development of policies related to language and naturalization. Drawing on notions proposed by Piller (2001) of identity and ideology and their influence in the development of citizenship legislation, this paper takes a close look at the case of Germany. By tracing the roots of prevailing language ideologies in Germany, such as the as ‘one nation-one language’ belief, and the related belief of language …
Co-learning in the High School English Class through Translanguaging
There is a growing chasm between the instruction of secondary emergent bilinguals (EBs) and research illustrating the benefits of adolescent EBs using translanguaging practices for academic engagement and gains. Specifically, this qualitative study purposes to understand how monolingual teachers enact a translanguaging pedagogy in a high school classroom where English language acquisition is the focus. Findings indicate the primary resource the t…
Language ideology, citizenship, and identity
Ideology plays a very important role in the development of policies related to language and naturalization. Drawing on notions proposed by Piller (2001) of identity and ideology and their influence in the development of citizenship legislation, this paper takes a close look at the case of Germany. By tracing the roots of prevailing language ideologies in Germany, such as the as ‘one nation-one language’ belief, and the related belief of language …
Reform-Oriented Mathematics in Three 6th Grade Classes
Traditionally, mathematics has been considered easy for English language learners (ELLs) due to the belief that math is a “universal language.” At the same time, reform-oriented mathematics curricula, designed to promote mathematical discourse, are increasingly being adopted by schools serving large numbers of ELLs. CMP, the Connected Math Project, is one such reform-oriented curriculum. Taking a community-of-practice approach, this article compa…
An investigation of innovative quotatives in adolescent Chicana English in Texas
This small-scale mixed-methods study examines the use of non-traditional, innovative quotative introducers in the speech of adolescent Chicanas. Sociolinguistic interviews conducted over a one and a half year period provide linguistic and background data that illustrate quotative usage in the variety of Chicano English (ChE) spoken by teenage Texan girls. Interviews also served to highlight the relationship between constructs of identity and quot…
Translingual Disciplinary Literacies
The burgeoning work of translanguaging and bilingualism has much to offer adolescent learning spaces in order to provide bi/multilingual students more equitable opportunities to engage in disciplinary literacy at the high school level, particularly where there are many low‐incidence languages. Drawing from critical theories in both literacy and language research, we conducted this three‐year study in two U.S. high schools (grades 9–12) in order t…
What Do Mainstream Middle School Teachers Think About Their English Language Learners? A Tri-State Case Study
This article investigates teachers' attitudes toward English Language Learners (ELLs) at three middle schools in Texas, New York, and Pennsylvania. These schools have been critically impacted by the presence of ELLs, whether due to large numbers, or to smaller, concentrated populations in schools that traditionally have not served ELLs. This investigation highlights the commonly held belief that mathematics should be easy for ELLs because it is a…
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; …
Language ideology, citizenship, and identity
Ideology plays a very important role in the development of policies related to language and naturalization. Drawing on notions proposed by Piller (2001) of identity and ideology and their influence in the development of citizenship legislation, this paper takes a close look at the case of Germany. By tracing the roots of prevailing language ideologies in Germany, such as the as ‘one nation-one language’ belief, and the related belief of language …
An investigation of innovative quotatives in adolescent Chicana English in Texas
This small-scale mixed-methods study examines the use of non-traditional, innovative quotative introducers in the speech of adolescent Chicanas. Sociolinguistic interviews conducted over a one and a half year period provide linguistic and background data that illustrate quotative usage in the variety of Chicano English (ChE) spoken by teenage Texan girls. Interviews also served to highlight the relationship between constructs of identity and quot…
Reform-Oriented Mathematics in Three 6th Grade Classes
Traditionally, mathematics has been considered easy for English language learners (ELLs) due to the belief that math is a “universal language.” At the same time, reform-oriented mathematics curricula, designed to promote mathematical discourse, are increasingly being adopted by schools serving large numbers of ELLs. CMP, the Connected Math Project, is one such reform-oriented curriculum. Taking a community-of-practice approach, this article compa…
What Do Mainstream Middle School Teachers Think About Their English Language Learners? A Tri-State Case Study
This article investigates teachers' attitudes toward English Language Learners (ELLs) at three middle schools in Texas, New York, and Pennsylvania. These schools have been critically impacted by the presence of ELLs, whether due to large numbers, or to smaller, concentrated populations in schools that traditionally have not served ELLs. This investigation highlights the commonly held belief that mathematics should be easy for ELLs because it is a…
Discursive Practice in Language Learning and Teaching by Richard F. Young
High-stakes plumbing in the twenty-first century
This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon leaving higher education. This case study aims to describe the story, challenges and successes of one undo…
Sanctioning a Space for Translanguaging in the Secondary English Classroom
Within the field of bilingual education, there is a growing movement to view students' multiple languages as resources (Garcia & Sylvan, 2011; Garcia & Wei, 2014; Ruiz, 1984). This paradigmatic change supplants decades of schooling in which bilingual youth were discouraged, shamed, and punished, sometimes even physically, for speaking their home languages in school (Arreguin-Anderson & Ruiz-Escalante, 2014; Guerra, 2012). place of the traditional…
Co-learning in the High School English Class through Translanguaging
There is a growing chasm between the instruction of secondary emergent bilinguals (EBs) and research illustrating the benefits of adolescent EBs using translanguaging practices for academic engagement and gains. Specifically, this qualitative study purposes to understand how monolingual teachers enact a translanguaging pedagogy in a high school classroom where English language acquisition is the focus. Findings indicate the primary resource the t…
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; …
Translingual Disciplinary Literacies
The burgeoning work of translanguaging and bilingualism has much to offer adolescent learning spaces in order to provide bi/multilingual students more equitable opportunities to engage in disciplinary literacy at the high school level, particularly where there are many low‐incidence languages. Drawing from critical theories in both literacy and language research, we conducted this three‐year study in two U.S. high schools (grades 9–12) in order t…
Psychology (9 works) · Pedagogy (8 works) · Sociology (8 works) · Mathematics education (6 works) · Second Language Learning and Teaching (6 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Multilingual Education and Policy (5 works) · Political science (5 works) · Computer Science (4 works)