Aliza Fones
Biographic Data
| ID | 89180 |
|---|---|
| NAME | Aliza Fones |
| GIVEN NAMES | Aliza |
| FAMILY NAME | Fones |
| SIGNATURE | FONES A |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0002-5986-3252 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Understanding the Work of Professional Learning Communities for English Language Learner Teachers
The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analy…
Revitalization of indigenous languages and cultures
Public education policies governing language revitalization and the teaching of indigenous languages have been in place for more than 20 years in Chile. In this journey, there has been considerable progress nationwide in the education of a generation of children in an intercultural socio-educational environment. However, there still exist challenges for ongoing progress towards specific goals, such as bilingualism in children. Bilingual education…
Teachers Navigating Civic Education When Students Are Undocumented
Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation theories. We investigate how high school civics teachers navigated the tensions of teaching youth in se…
Discourses of Exclusion
Political discourse on immigration policy often provides a window into a society’s boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of authoritative and internally persuasive discourses as well as Gramsci’s concept of common sense, we analyzed how a superdiverse sample of 26 immigrant-origin ado…
The Needs of Educators in Intercultural and Bilingual Preschools in Chile
Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous …
Beyond the "English Learner" Frame
Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as "English learners" and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the n…
Beyond the "English Learner" Frame
Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as "English learners" and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the n…
Teachers Navigating Civic Education When Students Are Undocumented
Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation theories. We investigate how high school civics teachers navigated the tensions of teaching youth in se…
Discourses of Exclusion
Political discourse on immigration policy often provides a window into a society’s boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of authoritative and internally persuasive discourses as well as Gramsci’s concept of common sense, we analyzed how a superdiverse sample of 26 immigrant-origin ado…
The Needs of Educators in Intercultural and Bilingual Preschools in Chile
Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous …
Discourses of Exclusion
Political discourse on immigration policy often provides a window into a society’s boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of authoritative and internally persuasive discourses as well as Gramsci’s concept of common sense, we analyzed how a superdiverse sample of 26 immigrant-origin ado…
The Needs of Educators in Intercultural and Bilingual Preschools in Chile
Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous …
Beyond the "English Learner" Frame
Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as "English learners" and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the n…
Teachers Navigating Civic Education When Students Are Undocumented
Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation theories. We investigate how high school civics teachers navigated the tensions of teaching youth in se…
Revitalization of indigenous languages and cultures
Public education policies governing language revitalization and the teaching of indigenous languages have been in place for more than 20 years in Chile. In this journey, there has been considerable progress nationwide in the education of a generation of children in an intercultural socio-educational environment. However, there still exist challenges for ongoing progress towards specific goals, such as bilingualism in children. Bilingual education…
Understanding the Work of Professional Learning Communities for English Language Learner Teachers
The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analy…
Sociology (6 works) · Pedagogy (5 works) · Multilingual Education and Policy (4 works) · Political science (4 works) · Immigration (3 works) · Law (3 works) · Law (3 works) · Politics (3 works) · Psychology (3 works) · Citizenship (2 works)