Ronald Fuentes
Biographic Data
| ID | 5435787 |
|---|---|
| NAME | Ronald Fuentes |
| GIVEN NAMES | Ronald |
| FAMILY NAME | Fuentes |
| SIGNATURE | FUENTES R |
| AFFILIATIONS | University of Memphis |
| ORCID | 0000-0002-3900-4098 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Instructors’ navigation and appropriation of gender-inclusive Spanish at a U.S. University
Drawing on in-depth qualitative interviews, we examine Spanish language instructors’ interpretation and appropriation of gender-inclusive language (GIL) policy at a U.S. university. Policy appropriation is represented as a spectrum with varying degrees of policy rejection, avoidance, and engagement across and within participants. Policy rejection was based on language as an inappropriate arena for LGBTQI+ rights, prescriptivists views of language…
Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools
While much of the literature regarding Spanish as a heritage language has focused on higher education institutions and areas of traditional immigration in the United States, less research has specifically examined Spanish heritage language learner (HLL) policies in states like Tennessee that have recently experienced an exponential rise in the number of Spanish HLLs in schools. Through 22 in‐depth qualitative interviews, this study examines how h…
College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success
Background/Context Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students’ pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary educ…
English learners’ appropriation of English language policy at a U.S. university
Employing an ethnographic design, this study analyzes three undergraduate English learners’ (ELs) appropriation of language policy at a U.S. university. In this study, ELs refers to bi/multilingual students with U.S. K-12 schooling who do not meet their university’s language proficiency requirements, and who are subsequently classified as ELs and non-citizens by their university. Policy appropriation informed how ELs perceived themselves and how …
Transnational Sri Lankan Sinhalese family language policy: Challenges and contradictions at play in two families in the U.S
This study examines how the transnational lives of two Sinhalese-speaking Sri Lankan families in the rural U.S. influenced family language policy (FLP) and how they (re)positioned themselves in response to their transnational lives. Employing an ethnographic design, including interviews and observations, this study explores the families’ language ideologies and management strategies and the factors that shaped their policies. Both families held s…
Foreign language faculty’s appropriation of an academic publishing policy at a US university
As a result of internationalisation, many universities have developed policies that encourage publications in English. This study explores this issue by examining multilingual scholars’ experiences of publishing policies in an Anglophone context and more specifically within the discipline of foreign languages – an inherently plurilingual discipline since its primary research focus is language. Drawing on in-depth qualitative interviews, we examin…
Language, identity, and citizenship in a U.S. University: Immigrant English learners’ identity (re)positioning
In response to growing linguistic diversity, many U.S. universities have implemented language policies that include procedures for English learner (EL) identification. Institutional labels such as “English learner” and “limited English proficiency” are regularly used to identify students who may need English language support; these same identifiers often imply a deficit perspective of students. Employing a multiple-case study and ethnographic des…
Transnational Sri Lankan Sinhalese family language policy: Challenges and contradictions at play in two families in the U.S
This study examines how the transnational lives of two Sinhalese-speaking Sri Lankan families in the rural U.S. influenced family language policy (FLP) and how they (re)positioned themselves in response to their transnational lives. Employing an ethnographic design, including interviews and observations, this study explores the families’ language ideologies and management strategies and the factors that shaped their policies. Both families held s…
Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools
While much of the literature regarding Spanish as a heritage language has focused on higher education institutions and areas of traditional immigration in the United States, less research has specifically examined Spanish heritage language learner (HLL) policies in states like Tennessee that have recently experienced an exponential rise in the number of Spanish HLLs in schools. Through 22 in‐depth qualitative interviews, this study examines how h…
Foreign language faculty’s appropriation of an academic publishing policy at a US university
As a result of internationalisation, many universities have developed policies that encourage publications in English. This study explores this issue by examining multilingual scholars’ experiences of publishing policies in an Anglophone context and more specifically within the discipline of foreign languages – an inherently plurilingual discipline since its primary research focus is language. Drawing on in-depth qualitative interviews, we examin…
Language, identity, and citizenship in a U.S. University: Immigrant English learners’ identity (re)positioning
In response to growing linguistic diversity, many U.S. universities have implemented language policies that include procedures for English learner (EL) identification. Institutional labels such as “English learner” and “limited English proficiency” are regularly used to identify students who may need English language support; these same identifiers often imply a deficit perspective of students. Employing a multiple-case study and ethnographic des…
Foreign language faculty’s appropriation of an academic publishing policy at a US university
As a result of internationalisation, many universities have developed policies that encourage publications in English. This study explores this issue by examining multilingual scholars’ experiences of publishing policies in an Anglophone context and more specifically within the discipline of foreign languages – an inherently plurilingual discipline since its primary research focus is language. Drawing on in-depth qualitative interviews, we examin…
College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success
Background/Context Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students’ pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary educ…
English learners’ appropriation of English language policy at a U.S. university
Employing an ethnographic design, this study analyzes three undergraduate English learners’ (ELs) appropriation of language policy at a U.S. university. In this study, ELs refers to bi/multilingual students with U.S. K-12 schooling who do not meet their university’s language proficiency requirements, and who are subsequently classified as ELs and non-citizens by their university. Policy appropriation informed how ELs perceived themselves and how …
Transnational Sri Lankan Sinhalese family language policy: Challenges and contradictions at play in two families in the U.S
This study examines how the transnational lives of two Sinhalese-speaking Sri Lankan families in the rural U.S. influenced family language policy (FLP) and how they (re)positioned themselves in response to their transnational lives. Employing an ethnographic design, including interviews and observations, this study explores the families’ language ideologies and management strategies and the factors that shaped their policies. Both families held s…
Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools
While much of the literature regarding Spanish as a heritage language has focused on higher education institutions and areas of traditional immigration in the United States, less research has specifically examined Spanish heritage language learner (HLL) policies in states like Tennessee that have recently experienced an exponential rise in the number of Spanish HLLs in schools. Through 22 in‐depth qualitative interviews, this study examines how h…
Instructors’ navigation and appropriation of gender-inclusive Spanish at a U.S. University
Drawing on in-depth qualitative interviews, we examine Spanish language instructors’ interpretation and appropriation of gender-inclusive language (GIL) policy at a U.S. university. Policy appropriation is represented as a spectrum with varying degrees of policy rejection, avoidance, and engagement across and within participants. Policy rejection was based on language as an inappropriate arena for LGBTQI+ rights, prescriptivists views of language…
Multilingual Education and Policy (7 works) · Political science (7 works) · Sociology (7 works) · Language policy (6 works) · Pedagogy (6 works) · Second Language Learning and Teaching (6 works) · Law (5 works) · Linguistics (5 works) · Appropriation (4 works) · Gender Studies (4 works)