Close to Home
Oral and Literate Practices in a Transnational Mexicano Community
Bibliographic Data
| ID | 10815967 |
|---|---|
| Authors | Julia Menard‐warwick (0000-0002-7321-1242, University of California, Berkeley), Julia Menard-Warwick, Juan Carlos Guerra Velasco (0000-0003-1427-374X) |
| Year | 2000 |
| Volume | 34 |
| Issue | 4 |
| Pages | 793 |
| Publication date | 2000-01-01 |
| Open Access | No |
| Type | REVIEW |
| Review of | Close to home: Oral and literate practices in a transnational Mexicano community, Juan C Guerra, 1998 |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3587796 |
| OpenAlex | W2011300806 |
| Language | EN |
Oral history · Pedagogy · Political science · Sociology · Anthropology · Gender Studies · Multilingual Education and Policy
Mestiza Methodology
Engaging in Travesuras
Beyond the "English Learner" Frame
Recent Research on Latinos in the USA and Canada, Part 2
Recent Research on Latinos in the USA and Canada, Part 1
Getting our spirits out’, letting youth spirits and life worlds into the classroom through youth radio arts for transnational students
From Nuevo León to the USA and Back Again
Pensando en Cynthia y su Hermana
Caught in a Policy Web
Storytelling in Mexican Homes
Mexican transnational parents
Transborder bilanguaging humor in elementary school
Outsiders in two countries
Global Restructuring, Transmigration and Mexican Rural Women Who Stay Behind
Going to a home you have never been to
Transnational practices and language maintenance
Literacies crossing borders
The literacy practices of transfronterizos in a multilingual world
Second-language literacy, immigration, and globalization
‘Siento que el inglés esta tumbando mi español’
Literacies at the border
Transfronterizo literacies and content in a dual language classroom
Transnational Chinese Students’ Literacy and Networking Practices
Adolescent Worlds and Literacy Practices on the United States‐Mexico Border
Developing the language to immigrate
Both a fiction and an existential fact
Spanish Language Literacy in the Community
Latinos in the Midwest
This is English class”
An African brain drain
Learning in two languages
Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities
“El Mexicano se ríe de sus desgracias”
Pedagogías del Camaleón /Pedagogies of the Chameleon
A Critical Mass Model of Bilingualism among U.S.-Born Hispanics
Regulated and Nonregulated Writing
Writing Remittances
On Saying It Right (Write)
Literacy Worlds of Children of Migrant Farmworker Communities Participating in a Migrant Head Start Program
Understanding Writing Contexts for English Language Learners
And I Did It with My Writing”
Cultivating Hybrid Texts in Multicultural Classrooms
In Other Words
Children's Literacy Experiences in Low‐Income Families
Equity and Literacy in the Next Millennium
Cultural Modeling
How Will Bilingual/ESL Programs in Literacy Change in the Next Millennium
Multiliteracies on Instant Messaging in Negotiating Local, Translocal, and Transnational Affiliations
Reclaiming secondary reading interventions
Working toward third space in content area literacy
Biliteracy Among Children and Youths
U.S. Spanish on the Air
Transiency in Urban Schools
Literacy and the Identity Development of Latina/o Students
Literacy and Transnational Migration
Identifying the Anthropological in a Mixed-Methods Study of Transnational Students in Mexican Schools
Equity Issues in Parental and Community Involvement in Schools
A mi no me manda nadie
Writing for Perspective
Sanctioning a space for literacy practices to promote transnational students’ identity development in a HL classroom
Guide to New Resources
Guide to New Resources
What Did She Say
Transnational Childhoods
No option but to go
Introduction. Why a special issue about Quechua
Shifting Global Literacy Networks
Humor in Father-Daughter Immigration Narratives of Resistance
High-Stakes Accountability, Minority Youth, and Ethnography
An Examination of the Sociopolitical History of Chicanos and its Relationship to School Performance
Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language
Learning in Dialogue with Latinx Children of Immigrants
A Mother's Tongue
| Highly cited | No |
|---|