Sandra R Schecter
Biographic Data
| ID | 5060143 |
|---|---|
| NAME | Sandra R Schecter |
| GIVEN NAMES | Sandra R |
| FAMILY NAME | Schecter |
| SIGNATURE | SCHECTER S R |
| AFFILIATIONS | York University |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 43 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Rohingya Refugee Women Negotiate English and (Ambivalently) Their Children’s Schooling
An action research partnership focused on social integration of Rohingya refugee women with their children enrolled in Ontario public schools, aiming to better equip caregivers to advocate for their children’s academic interests by creating a social space where Rohingya women could learn English while addressing their children’s schooling needs. The self-constituted group met weekly throughout a year. The study’s method involved a recursive proce…
Using Place-Referenced Approaches to Extend Language-Minority Youths’ Problem-Solving Abilities and Literacy Engagement
We examine an action research initiative focusing on youths who were born and/or began formal schooling in Canada but raised in homes where the societally dominant language was not extensively spoken. Concepts of place and situation were used as heuristics to extend secondary-level students’ problem-solving abilities and literacy engagement and—using activities revolving around youths’ locations within family, school, and community ecologies—to s…
Schooling transnational speakers of the societal language
Value Added
Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through participant observation and sequenced, scheduled interviews and follow-up conversations with 3 key teacher resp…
Language Planning and Education , Edited by Gibson Ferguson
Language socialization in theory and practice
Language socialization research has traditionally focused on how young children are socialized into the norms and patterns of their culture by and through language. Research in this tradition has typically conceived of the process as relatively static, bounded and relatively unidirectional. This article, based on a long‐term ethnographic investigation of home language practices in Mexican‐background families in the United States, confirms the the…
On Becoming a Language Educator
Language Socialization Practices and Cultural Identity
Sandra R. Schecter, Robert Bayley, Language Socialization Practices and Cultural Identity: Case Studies of Mexican-Descent Families in California and Texas, TESOL Quarterly, Vol. 31, No. 3, Language and Identity (Autumn, 1997), pp. 513-541
Bilingual by Choice
This paper reports findings of a study which addressed caretakers’ rationales and actions in support of Spanish language maintenance and the issues they confronted in pursuing this goal. Analysis focuses on both respondents’ attitudes regarding individual bilingualism as an idealized social construct and the reasons behind their personal decisions with regard to home language use. On a societal level, respondents favored an arrangement defined by…
Ideological Divergences in a Teacher-Research Group
This article is about the role played by ideology in a teacher-research group. Treatments of teacher research remain mainly directed at clarifying the content, the status, and the boundaries of the research practice engaged in by teachers and describing how teacher research contrasts with "university research" with regard to these elements. We focus on the differing ideologies of research, teaching/learning, and writing held and developed by the …
Literacy education and diversity
Language Socialization Practices and Cultural Identity
Sandra R. Schecter, Robert Bayley, Language Socialization Practices and Cultural Identity: Case Studies of Mexican-Descent Families in California and Texas, TESOL Quarterly, Vol. 31, No. 3, Language and Identity (Autumn, 1997), pp. 513-541
Language socialization in theory and practice
Language socialization research has traditionally focused on how young children are socialized into the norms and patterns of their culture by and through language. Research in this tradition has typically conceived of the process as relatively static, bounded and relatively unidirectional. This article, based on a long‐term ethnographic investigation of home language practices in Mexican‐background families in the United States, confirms the the…
Bilingual by Choice
This paper reports findings of a study which addressed caretakers’ rationales and actions in support of Spanish language maintenance and the issues they confronted in pursuing this goal. Analysis focuses on both respondents’ attitudes regarding individual bilingualism as an idealized social construct and the reasons behind their personal decisions with regard to home language use. On a societal level, respondents favored an arrangement defined by…
Value Added
Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through participant observation and sequenced, scheduled interviews and follow-up conversations with 3 key teacher resp…
Literacy education and diversity
Schooling transnational speakers of the societal language
Ideological Divergences in a Teacher-Research Group
This article is about the role played by ideology in a teacher-research group. Treatments of teacher research remain mainly directed at clarifying the content, the status, and the boundaries of the research practice engaged in by teachers and describing how teacher research contrasts with "university research" with regard to these elements. We focus on the differing ideologies of research, teaching/learning, and writing held and developed by the …
Literacy education and diversity
Ideological Divergences in a Teacher-Research Group
This article is about the role played by ideology in a teacher-research group. Treatments of teacher research remain mainly directed at clarifying the content, the status, and the boundaries of the research practice engaged in by teachers and describing how teacher research contrasts with "university research" with regard to these elements. We focus on the differing ideologies of research, teaching/learning, and writing held and developed by the …
Bilingual by Choice
This paper reports findings of a study which addressed caretakers’ rationales and actions in support of Spanish language maintenance and the issues they confronted in pursuing this goal. Analysis focuses on both respondents’ attitudes regarding individual bilingualism as an idealized social construct and the reasons behind their personal decisions with regard to home language use. On a societal level, respondents favored an arrangement defined by…
Language Socialization Practices and Cultural Identity
Sandra R. Schecter, Robert Bayley, Language Socialization Practices and Cultural Identity: Case Studies of Mexican-Descent Families in California and Texas, TESOL Quarterly, Vol. 31, No. 3, Language and Identity (Autumn, 1997), pp. 513-541
On Becoming a Language Educator
Language socialization in theory and practice
Language socialization research has traditionally focused on how young children are socialized into the norms and patterns of their culture by and through language. Research in this tradition has typically conceived of the process as relatively static, bounded and relatively unidirectional. This article, based on a long‐term ethnographic investigation of home language practices in Mexican‐background families in the United States, confirms the the…
Language Planning and Education , Edited by Gibson Ferguson
Value Added
Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through participant observation and sequenced, scheduled interviews and follow-up conversations with 3 key teacher resp…
Schooling transnational speakers of the societal language
Using Place-Referenced Approaches to Extend Language-Minority Youths’ Problem-Solving Abilities and Literacy Engagement
We examine an action research initiative focusing on youths who were born and/or began formal schooling in Canada but raised in homes where the societally dominant language was not extensively spoken. Concepts of place and situation were used as heuristics to extend secondary-level students’ problem-solving abilities and literacy engagement and—using activities revolving around youths’ locations within family, school, and community ecologies—to s…
Rohingya Refugee Women Negotiate English and (Ambivalently) Their Children’s Schooling
An action research partnership focused on social integration of Rohingya refugee women with their children enrolled in Ontario public schools, aiming to better equip caregivers to advocate for their children’s academic interests by creating a social space where Rohingya women could learn English while addressing their children’s schooling needs. The self-constituted group met weekly throughout a year. The study’s method involved a recursive proce…
Sociology (10 works) · Pedagogy (8 works) · Psychology (8 works) · Political science (7 works) · Multilingual Education and Policy (6 works) · Social science (5 works) · Mathematics education (4 works) · Gender Studies (3 works) · Immigration (3 works) · Linguistics (3 works)