Arlette Ingram Willis
Biographic Data
| ID | 759213 |
|---|---|
| NAME | Arlette Ingram Willis |
| GIVEN NAMES | Arlette Ingram |
| FAMILY NAME | Willis |
| SIGNATURE | WILLIS A I |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-1668-8682 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
Applying Critical Race Theory as a Tool for Examining the Literacies of Black Immigrant Youth
Background/Context There is a growing body of literature about the educational experiences of students who are African immigrants in U.S. schools. This study looks closely at a Ugandan immigrant's educational experiences in the U.S. as well as the laws and policies that preempted her education. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to examine the disconnect between the rhetoric and practice of second lang…
Multicultural Issues in Literacy Research and Practice
This volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will bu…
Code-Mixing as a Bilingual Instructional Strategy
This study investigated code-mixing practices, specifically the use of L2 (English) in an L1 (Chinese) class in a U.S. bilingual program. Our findings indicate that the code-mixing practices made and prompted by the teacher served five pedagogical functions: (a) to enhance students' bilingualism and bilingual learning, (b) to review and consolidate content taught in the ESL and all-English classes, (c) to facilitate cross-linguistic transfer, (d)…
Edu Poli tical Research
This article presents a counternarrative informed by personal, critical, and qualitative perspectives, written in response to articles on effective classroom literacy instruction for improved academic performance published in March 2009 in Educational Researcher. Classroom literacy instruction is a complex undertaking that must include an understanding of local communities, schools, and classroom contexts, especially in culturally and linguistica…
Literacy at Calhoun Colored School 1892–1945
S This article examines the historical experiences and struggles of African Americans seeking literacy access during the Post Reconstruction era and, in so doing, adds to what is known about the literacy histories of marginalized groups, here African Americans living in Calhoun, Alabama, from 1892–1945. Then, as now, literacy was represented to subjugated people as the acquisition of skills with the hope that said skills would lead to liberation.…
Political Acts
S Political acts: Literacy learning and teaching We believe that literacy learning is a human right. In this article, we offer a critique of the interwoven nature of politics and literacy learning and teaching throughout the twentieth century. We identify political acts, with variations, as interventions by those in positions of power and in government that determine how literacy is learned and taught. We have adopted a framework of political awa…
Our Known Everydayness
Our survival as African American women in a large, predominantly White research university has depended on us creating a time and space for sharing our daily experiences. In understanding the role of the process in our lives as African American women, we have drawn on the history of African American women and Black feminist thought. The sharing of our experiences helped us to appreciate as never before the everydayness of our lives, which raised …
In Their Own Words
Book reviewed in this article: On becoming a language educator: Personal essays on professional development . Edited by Christine Pearson Casanave and Sandra R. Schecter. 1997. Learning from our lives: Women, research, and autobiography in education . Edited by Anna Neumann and Penelope L. Peterson. 1997
Expanding the Boundaries
Two younger scholars, who had not yet entered the field when “The First‐Grade Studies” were published, look at Bond and Dykstra's work from a sociocultural perspective and explore ways to expand the conceptual framework
School Literacy Experiences
Literacy at Calhoun Colored School 1892–1945
S This article examines the historical experiences and struggles of African Americans seeking literacy access during the Post Reconstruction era and, in so doing, adds to what is known about the literacy histories of marginalized groups, here African Americans living in Calhoun, Alabama, from 1892–1945. Then, as now, literacy was represented to subjugated people as the acquisition of skills with the hope that said skills would lead to liberation.…
Edu Poli tical Research
This article presents a counternarrative informed by personal, critical, and qualitative perspectives, written in response to articles on effective classroom literacy instruction for improved academic performance published in March 2009 in Educational Researcher. Classroom literacy instruction is a complex undertaking that must include an understanding of local communities, schools, and classroom contexts, especially in culturally and linguistica…
Expanding the Boundaries
Two younger scholars, who had not yet entered the field when “The First‐Grade Studies” were published, look at Bond and Dykstra's work from a sociocultural perspective and explore ways to expand the conceptual framework
Political Acts
S Political acts: Literacy learning and teaching We believe that literacy learning is a human right. In this article, we offer a critique of the interwoven nature of politics and literacy learning and teaching throughout the twentieth century. We identify political acts, with variations, as interventions by those in positions of power and in government that determine how literacy is learned and taught. We have adopted a framework of political awa…
Our Known Everydayness
Our survival as African American women in a large, predominantly White research university has depended on us creating a time and space for sharing our daily experiences. In understanding the role of the process in our lives as African American women, we have drawn on the history of African American women and Black feminist thought. The sharing of our experiences helped us to appreciate as never before the everydayness of our lives, which raised …
Code-Mixing as a Bilingual Instructional Strategy
This study investigated code-mixing practices, specifically the use of L2 (English) in an L1 (Chinese) class in a U.S. bilingual program. Our findings indicate that the code-mixing practices made and prompted by the teacher served five pedagogical functions: (a) to enhance students' bilingualism and bilingual learning, (b) to review and consolidate content taught in the ESL and all-English classes, (c) to facilitate cross-linguistic transfer, (d)…
School Literacy Experiences
Expanding the Boundaries
Two younger scholars, who had not yet entered the field when “The First‐Grade Studies” were published, look at Bond and Dykstra's work from a sociocultural perspective and explore ways to expand the conceptual framework
In Their Own Words
Book reviewed in this article: On becoming a language educator: Personal essays on professional development . Edited by Christine Pearson Casanave and Sandra R. Schecter. 1997. Learning from our lives: Women, research, and autobiography in education . Edited by Anna Neumann and Penelope L. Peterson. 1997
Our Known Everydayness
Our survival as African American women in a large, predominantly White research university has depended on us creating a time and space for sharing our daily experiences. In understanding the role of the process in our lives as African American women, we have drawn on the history of African American women and Black feminist thought. The sharing of our experiences helped us to appreciate as never before the everydayness of our lives, which raised …
Political Acts
S Political acts: Literacy learning and teaching We believe that literacy learning is a human right. In this article, we offer a critique of the interwoven nature of politics and literacy learning and teaching throughout the twentieth century. We identify political acts, with variations, as interventions by those in positions of power and in government that determine how literacy is learned and taught. We have adopted a framework of political awa…
Literacy at Calhoun Colored School 1892–1945
S This article examines the historical experiences and struggles of African Americans seeking literacy access during the Post Reconstruction era and, in so doing, adds to what is known about the literacy histories of marginalized groups, here African Americans living in Calhoun, Alabama, from 1892–1945. Then, as now, literacy was represented to subjugated people as the acquisition of skills with the hope that said skills would lead to liberation.…
Edu Poli tical Research
This article presents a counternarrative informed by personal, critical, and qualitative perspectives, written in response to articles on effective classroom literacy instruction for improved academic performance published in March 2009 in Educational Researcher. Classroom literacy instruction is a complex undertaking that must include an understanding of local communities, schools, and classroom contexts, especially in culturally and linguistica…
Multicultural Issues in Literacy Research and Practice
This volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will bu…
Code-Mixing as a Bilingual Instructional Strategy
This study investigated code-mixing practices, specifically the use of L2 (English) in an L1 (Chinese) class in a U.S. bilingual program. Our findings indicate that the code-mixing practices made and prompted by the teacher served five pedagogical functions: (a) to enhance students' bilingualism and bilingual learning, (b) to review and consolidate content taught in the ESL and all-English classes, (c) to facilitate cross-linguistic transfer, (d)…
Applying Critical Race Theory as a Tool for Examining the Literacies of Black Immigrant Youth
Background/Context There is a growing body of literature about the educational experiences of students who are African immigrants in U.S. schools. This study looks closely at a Ugandan immigrant's educational experiences in the U.S. as well as the laws and policies that preempted her education. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to examine the disconnect between the rhetoric and practice of second lang…
Sociology (10 works) · Pedagogy (9 works) · Psychology (8 works) · Literacy (6 works) · Mathematics education (5 works) · Political science (5 works) · Art (4 works) · Educator Training and Historical Pedagogy (4 works) · Critical Race Theory in Education (3 works) · Gender Studies (3 works)