Mari Riojas‐Cortez
Biographic Data
| ID | 6739159 |
|---|---|
| NAME | Mari Riojas‐Cortez |
| GIVEN NAMES | Mari |
| FAMILY NAME | Riojas‐Cortez |
| SIGNATURE | CORTEZ M R |
| AFFILIATIONS | The University of Texas at San Antonio |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 2 |
Playful Dialogues of a Bilingual Child in Everyday Conversations
Many young children of Mexican heritage enter U.S. schools with knowledge of two language systems and emergent biliterate abilities. Bilingualism in young children may go unnoticed when instructional practices favor English. This case study describes how Lucía’s bilingualism and emergent biliteracy parallel competencies essential to literacy development. The language samples highlight the influence of adult-mediation interactions in everyday conv…
Sin Olvidar a los Padres
This article describes the significance of 3 entities—the family, the school, and the university—working together to assist young Latino children succeed in school. In an effort to increase parental and teacher communication regarding school expectations, the Family Institute for Early Literacy Development was created. It uses principles of funds of knowledge as well as the ecological systems theory. Findings indicate that this type of collaborat…
Supporting Preschoolers' Social Development in School Through Funds of Knowledge
This study identified Mexican immigrant and Mexican American families' common values and beliefs about preschoolers' socioemotional development in a low-income urban school, which offers a dual language program in South Texas. Approximately 65 families participated in the Family Institute for Early Literacy Development (FIELD), which focused on the social skills expected from children as they enter public preschools. Findings show five socioemoti…
You Can’t Have a Rainbow Without a Tormenta
Schools, with an ever-increasing presence of language minority students, are now compelled to critically analyze the programs and the practices in which they engage their students for academic achievement. This manuscript presents a case study2 in which a school and a university worked together in a restructuring process to create a community of learners. The implementation of a two- way bilingual model at Tormenta Elementary School was the main …
Mexican American Preschoolers Create Stories
This article describes partial findings of a microethnographic study that focused on the use of language functions and cultural knowledge displayed during sociodramatic play in a pre-kindergarten classroom. The study was conducted at a public elementary school in a small rural community of south central Texas that offers a dual language program from pre-kindergarten to fifth grade. Twelve Mexican American children, seven boys and five girls (4- a…
Supporting Preschoolers' Social Development in School Through Funds of Knowledge
This study identified Mexican immigrant and Mexican American families' common values and beliefs about preschoolers' socioemotional development in a low-income urban school, which offers a dual language program in South Texas. Approximately 65 families participated in the Family Institute for Early Literacy Development (FIELD), which focused on the social skills expected from children as they enter public preschools. Findings show five socioemoti…
Sin Olvidar a los Padres
This article describes the significance of 3 entities—the family, the school, and the university—working together to assist young Latino children succeed in school. In an effort to increase parental and teacher communication regarding school expectations, the Family Institute for Early Literacy Development was created. It uses principles of funds of knowledge as well as the ecological systems theory. Findings indicate that this type of collaborat…
You Can’t Have a Rainbow Without a Tormenta
Schools, with an ever-increasing presence of language minority students, are now compelled to critically analyze the programs and the practices in which they engage their students for academic achievement. This manuscript presents a case study2 in which a school and a university worked together in a restructuring process to create a community of learners. The implementation of a two- way bilingual model at Tormenta Elementary School was the main …
Mexican American Preschoolers Create Stories
This article describes partial findings of a microethnographic study that focused on the use of language functions and cultural knowledge displayed during sociodramatic play in a pre-kindergarten classroom. The study was conducted at a public elementary school in a small rural community of south central Texas that offers a dual language program from pre-kindergarten to fifth grade. Twelve Mexican American children, seven boys and five girls (4- a…
You Can’t Have a Rainbow Without a Tormenta
Schools, with an ever-increasing presence of language minority students, are now compelled to critically analyze the programs and the practices in which they engage their students for academic achievement. This manuscript presents a case study2 in which a school and a university worked together in a restructuring process to create a community of learners. The implementation of a two- way bilingual model at Tormenta Elementary School was the main …
Sin Olvidar a los Padres
This article describes the significance of 3 entities—the family, the school, and the university—working together to assist young Latino children succeed in school. In an effort to increase parental and teacher communication regarding school expectations, the Family Institute for Early Literacy Development was created. It uses principles of funds of knowledge as well as the ecological systems theory. Findings indicate that this type of collaborat…
Supporting Preschoolers' Social Development in School Through Funds of Knowledge
This study identified Mexican immigrant and Mexican American families' common values and beliefs about preschoolers' socioemotional development in a low-income urban school, which offers a dual language program in South Texas. Approximately 65 families participated in the Family Institute for Early Literacy Development (FIELD), which focused on the social skills expected from children as they enter public preschools. Findings show five socioemoti…
Playful Dialogues of a Bilingual Child in Everyday Conversations
Many young children of Mexican heritage enter U.S. schools with knowledge of two language systems and emergent biliterate abilities. Bilingualism in young children may go unnoticed when instructional practices favor English. This case study describes how Lucía’s bilingualism and emergent biliteracy parallel competencies essential to literacy development. The language samples highlight the influence of adult-mediation interactions in everyday conv…
Pedagogy (5 works) · Psychology (5 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Literacy (3 works) · Sociology (3 works) · Dual language (2 works) · Early childhood education (2 works) · Linguistics (2 works) · Multilingual Education and Policy (2 works)