María G Lang
Biographic Data
| ID | 6747104 |
|---|---|
| NAME | María G Lang |
| GIVEN NAMES | María G |
| FAMILY NAME | Lang |
| SIGNATURE | LANG M G |
| AFFILIATIONS | Baylor University |
| ORCID | 0000-0001-8215-801X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
A teacher’s facilitation of Mexican immigrant students’ border crossings in a dual-language classroom
This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50–50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking, middle-class homes. The teacher reduced linguistic borders when she drew from her personal experienc…
A longitudinal study of strengths, challenges, and inequities in a Spanish-English dual-language program
In this longitudinal, qualitative case study, critical pedagogical and sociocultural perspectives were employed to analyze the language and literacy strengths, challenges, inequities, and gentrification issues that characterized the first three years of a two-way, 50–50 Spanish-English dual-language (DL) program’s implementation, and how the DL staff addressed the challenges, inequities, and gentrification issues. Examples of strengths were a bal…
Border crossings and border exclusions
In this ethnographic case study, border theory was used to analyze how a Guatemalan/Mexican student of Indigenous descent confronted borders in a second-grade, Spanish-English dual-language (DL) classroom in the U.S. The student faced structural/institutional borders that affected all the DL participants or Latinx students and social borders specific to himself and other students of Indigenous descent. He initially coped by not speaking English a…
The link between standards and dual language teachers’ Spanish literacy instruction and use of formative assessments
This three-year qualitative study examined how district personnel interpreted the Common Core State Standards (CCSS) in English language arts for bilingual teachers’ Spanish literacy instruction and the changes that four dual-language (DL) teachers (K-2) made in their Spanish literacy instruction in response to their participation in professional staff development (PSD) on formative assessments tied to the CCSS. Although the district personnel sh…
Border crossings and border exclusions
In this ethnographic case study, border theory was used to analyze how a Guatemalan/Mexican student of Indigenous descent confronted borders in a second-grade, Spanish-English dual-language (DL) classroom in the U.S. The student faced structural/institutional borders that affected all the DL participants or Latinx students and social borders specific to himself and other students of Indigenous descent. He initially coped by not speaking English a…
The link between standards and dual language teachers’ Spanish literacy instruction and use of formative assessments
This three-year qualitative study examined how district personnel interpreted the Common Core State Standards (CCSS) in English language arts for bilingual teachers’ Spanish literacy instruction and the changes that four dual-language (DL) teachers (K-2) made in their Spanish literacy instruction in response to their participation in professional staff development (PSD) on formative assessments tied to the CCSS. Although the district personnel sh…
Border crossings and border exclusions
In this ethnographic case study, border theory was used to analyze how a Guatemalan/Mexican student of Indigenous descent confronted borders in a second-grade, Spanish-English dual-language (DL) classroom in the U.S. The student faced structural/institutional borders that affected all the DL participants or Latinx students and social borders specific to himself and other students of Indigenous descent. He initially coped by not speaking English a…
A longitudinal study of strengths, challenges, and inequities in a Spanish-English dual-language program
In this longitudinal, qualitative case study, critical pedagogical and sociocultural perspectives were employed to analyze the language and literacy strengths, challenges, inequities, and gentrification issues that characterized the first three years of a two-way, 50–50 Spanish-English dual-language (DL) program’s implementation, and how the DL staff addressed the challenges, inequities, and gentrification issues. Examples of strengths were a bal…
A teacher’s facilitation of Mexican immigrant students’ border crossings in a dual-language classroom
This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50–50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking, middle-class homes. The teacher reduced linguistic borders when she drew from her personal experienc…
Pedagogy (4 works) · Mathematics education (3 works) · Multilingual Education and Policy (3 works) · Political science (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Sociology (3 works) · Bilingual education (2 works) · CLARITY (2 works) · EFL/ESL Teaching and Learning (2 works)