E Allard
Dados Biográficos
| ID | 18050 |
|---|---|
| NOME | E Allard |
| PRENOMES | E |
| SOBRENOME | Allard |
| ASSINATURA | ALLARD E |
| AFILIAÇÕES | Swarthmore College |
| ORCID | 0000-0001-6960-1398 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 63 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1929 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 4 |
I Just Broke Down
Drawing on nearly a decade of qualitative data collection and educator engagement at an immigrant-serving high school in Philadelphia, this essay explores the intersections of critical multilingual pedagogy with secondary traumatic stress (STS). STS is a mental health condition impacting professionals who work closely with trauma-impacted individuals, which can adversely impact their job satisfaction and career trajectories. Weaving teacher accou…
Caring across linguistic difference
Incorporating students’ home languages into the classroom is one powerful way to welcome and show immigrant students care. But what if teachers can’t speak these languages? Sharing findings from a collaborative educational ethnography in a large urban ESL program in the U.S., this article offers a framework that new and practicing teachers can use to create warm relationships, support academic progress, and challenge inequality within their class…
Language Policy and Practice in Almost-Bilingual Classrooms
This study explores language policies in “almost-bilingual” classrooms, in which most but not all students share a home language. Teachers who are bilingual face a dilemma in these settings. Should they draw on shared linguistic expertise to benefit the majority while excluding a few, or should they forego significant benefits for most in the interest of equity? This qualitative study examines the classroom language policies and practices of one …
Re-examining teacher translanguaging
A growing body of recent scholarship has demonstrated that translanguaging is a natural and characteristic practice of bilinguals that also has great promise as a pedagogical tool. This ethnographic study examines the use of translanguaging by two teachers in a suburban high school ESL program. There, teacher translanguaging played an important role in increasing students’ participation and access to class content and yet did not achieve the inte…
Latecomers
In this ethnographic study, the author describes and analyzes the experiences of latecomers, adolescent immigrant students who arrive late in the school year. She shines a light on the multifaceted challenges posed by these students' transnationalism, undocumented status, and labor migration, which contribute to their late arrival and threaten their school persistence. This article adds to the developing body of research on heterogeneity among ad…
Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling
This article explores how language ideologies—beliefs about immigrant students’ language use—carry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate, and appropriate divergent ideologies about immigrant students’ language use during routine schooling practices, and we show how these ideologies convey different messages about belonging to the community and to the nati…
Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School
Latino students’ educational success is central to America’s prosperity—in traditional immigrant destinations and in New Latino Diaspora locations, previously unfamiliar with Latinos. Implicated in this success is the reception young immigrants receive, especially the ways in which they are identified in schools. We describe findings from 6 years of ethnographic research in a high school and an elementary school in the New Latino Diaspora and des…
Handbook of Latinos and Education
Homies in the New Latino Diaspora
Interviews as interactional data
Interviews are designed to gather propositional information communicated through reference and predication. Some lament the fact that interviews always include interactional positioning that presupposes and sometimes creates social identities and power relationships. Interactional aspects of interview events threaten to corrupt the propositional information communicated, and it appears that these aspects need to be controlled. Interviews do often…
Mexicans as Model Minorities in the New Latino Diaspora
Rapid Mexican immigration has challenged host communities to make sense of immigrants' place in New Latino Diaspora towns. We describe one town in which residents often characterize Mexican immigrants as model minorities with respect to work and civic life but not with respect to education. We trace how this stereotype is deployed, accepted, and rejected both by long-standing residents and by Mexican newcomers themselves. [Mexican immigration, so…
Bijdragen tot de Taal-, Land- en Volkenkunde
Tropical Man Vol. I
Adjustment After Migration
Social Organisation of Eurasians in the Malaya Federation
Notes on the Kaska and Upper Liard Indians
Mexicans as Model Minorities in the New Latino Diaspora
Rapid Mexican immigration has challenged host communities to make sense of immigrants' place in New Latino Diaspora towns. We describe one town in which residents often characterize Mexican immigrants as model minorities with respect to work and civic life but not with respect to education. We trace how this stereotype is deployed, accepted, and rejected both by long-standing residents and by Mexican newcomers themselves. [Mexican immigration, so…
Interviews as interactional data
Interviews are designed to gather propositional information communicated through reference and predication. Some lament the fact that interviews always include interactional positioning that presupposes and sometimes creates social identities and power relationships. Interactional aspects of interview events threaten to corrupt the propositional information communicated, and it appears that these aspects need to be controlled. Interviews do often…
Re-examining teacher translanguaging
A growing body of recent scholarship has demonstrated that translanguaging is a natural and characteristic practice of bilinguals that also has great promise as a pedagogical tool. This ethnographic study examines the use of translanguaging by two teachers in a suburban high school ESL program. There, teacher translanguaging played an important role in increasing students’ participation and access to class content and yet did not achieve the inte…
Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School
Latino students’ educational success is central to America’s prosperity—in traditional immigrant destinations and in New Latino Diaspora locations, previously unfamiliar with Latinos. Implicated in this success is the reception young immigrants receive, especially the ways in which they are identified in schools. We describe findings from 6 years of ethnographic research in a high school and an elementary school in the New Latino Diaspora and des…
Homies in the New Latino Diaspora
Adjustment After Migration
Latecomers
In this ethnographic study, the author describes and analyzes the experiences of latecomers, adolescent immigrant students who arrive late in the school year. She shines a light on the multifaceted challenges posed by these students' transnationalism, undocumented status, and labor migration, which contribute to their late arrival and threaten their school persistence. This article adds to the developing body of research on heterogeneity among ad…
Social Organisation of Eurasians in the Malaya Federation
Notes on the Kaska and Upper Liard Indians
Social Organisation of Eurasians in the Malaya Federation
Adjustment After Migration
Tropical Man Vol. I
Bijdragen tot de Taal-, Land- en Volkenkunde
Mexicans as Model Minorities in the New Latino Diaspora
Rapid Mexican immigration has challenged host communities to make sense of immigrants' place in New Latino Diaspora towns. We describe one town in which residents often characterize Mexican immigrants as model minorities with respect to work and civic life but not with respect to education. We trace how this stereotype is deployed, accepted, and rejected both by long-standing residents and by Mexican newcomers themselves. [Mexican immigration, so…
Handbook of Latinos and Education
Homies in the New Latino Diaspora
Interviews as interactional data
Interviews are designed to gather propositional information communicated through reference and predication. Some lament the fact that interviews always include interactional positioning that presupposes and sometimes creates social identities and power relationships. Interactional aspects of interview events threaten to corrupt the propositional information communicated, and it appears that these aspects need to be controlled. Interviews do often…
Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling
This article explores how language ideologies—beliefs about immigrant students’ language use—carry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate, and appropriate divergent ideologies about immigrant students’ language use during routine schooling practices, and we show how these ideologies convey different messages about belonging to the community and to the nati…
Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School
Latino students’ educational success is central to America’s prosperity—in traditional immigrant destinations and in New Latino Diaspora locations, previously unfamiliar with Latinos. Implicated in this success is the reception young immigrants receive, especially the ways in which they are identified in schools. We describe findings from 6 years of ethnographic research in a high school and an elementary school in the New Latino Diaspora and des…
Latecomers
In this ethnographic study, the author describes and analyzes the experiences of latecomers, adolescent immigrant students who arrive late in the school year. She shines a light on the multifaceted challenges posed by these students' transnationalism, undocumented status, and labor migration, which contribute to their late arrival and threaten their school persistence. This article adds to the developing body of research on heterogeneity among ad…
Re-examining teacher translanguaging
A growing body of recent scholarship has demonstrated that translanguaging is a natural and characteristic practice of bilinguals that also has great promise as a pedagogical tool. This ethnographic study examines the use of translanguaging by two teachers in a suburban high school ESL program. There, teacher translanguaging played an important role in increasing students’ participation and access to class content and yet did not achieve the inte…
Language Policy and Practice in Almost-Bilingual Classrooms
This study explores language policies in “almost-bilingual” classrooms, in which most but not all students share a home language. Teachers who are bilingual face a dilemma in these settings. Should they draw on shared linguistic expertise to benefit the majority while excluding a few, or should they forego significant benefits for most in the interest of equity? This qualitative study examines the classroom language policies and practices of one …
Caring across linguistic difference
Incorporating students’ home languages into the classroom is one powerful way to welcome and show immigrant students care. But what if teachers can’t speak these languages? Sharing findings from a collaborative educational ethnography in a large urban ESL program in the U.S., this article offers a framework that new and practicing teachers can use to create warm relationships, support academic progress, and challenge inequality within their class…
I Just Broke Down
Drawing on nearly a decade of qualitative data collection and educator engagement at an immigrant-serving high school in Philadelphia, this essay explores the intersections of critical multilingual pedagogy with secondary traumatic stress (STS). STS is a mental health condition impacting professionals who work closely with trauma-impacted individuals, which can adversely impact their job satisfaction and career trajectories. Weaving teacher accou…
Sociology (12 obras) · Multilingual Education and Policy (9 obras) · Political science (7 obras) · Psychology (7 obras) · Anthropology (6 obras) · Geography (6 obras) · EFL/ESL Teaching and Learning (5 obras) · Gender Studies (5 obras) · Immigration (5 obras) · Pedagogy (5 obras)