Dual Language Graduates’ Participation in Bilingual and Biliterate Communities of Practice Across Time and Space

Dados Bibliográficos

ID12752199
AutoresNadia R Granados (University of Arizona, autor correspondente)
Ano2015
Volume38
Fascículo1
Páginas45-64
Data de publicação2015-01-02
Open AccessNão
TipoARTICLE
PeriódicoBilingual Research Journal (JOURNAL)
Identificadores do periódicoISSN: 1523-5882 • E-ISSN: 1523-5890
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15235882.2015.1017031
OpenAlexW1873484854
IdiomaEN
Citações recebidas9
Referências citadas47

Through a Communities of Practice Network Analysis, this research illustrates the ways in which dual language graduates participate in multiple, varied, and overlapping communities of practice across time. Findings highlight that the dual language school as a shared community of practice represents a critical and formative part of participants’ later bilingual and biliterate practices, creating an enduring foundation for their values and beliefs surrounding bilingualism and biliteracy and opening up increased opportunities to participate in expanded bilingual and bicultural practices. However, the school was not in and of itself enough to produce long-term bilinguals and biliterates. Of equal importance were the out-of-school contexts for participation in language and literacy practices across diverse contexts. As participants in this study traverse the various social fields of their everyday lives, bilingual and biliterate skills are leveraged within socially situated communities of practice. Similarly, we might view the changing circumstances and contexts for biliteracy practices as dynamic spaces within which previous patterns might be altered or transformed

Bilingual education · Community of practice · Dual language · Formative assessment · Linguistics · Literacy · Mathematics education · Native-language instruction · Neuroscience of multilingualism · Pedagogy · Situated · Social practice · Sociology · Teaching method · Translanguaging · Vocabulary development · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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