Identity and literacy practices in a bilingual classroom
An exploration of leveraging community cultural wealth
Bibliographic Data
| ID | 12752247 |
|---|---|
| Authors | Anissa Wicktor Lynch (SUNY Old Westbury, corresponding author) |
| Year | 2018 |
| Volume | 41 |
| Issue | 2 |
| Pages | 117-132 |
| Publication date | 2018-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2018.1452312 |
| OpenAlex | W2806712462 |
| Language | EN |
| Citations received | 4 |
| References cited | 40 |
This case study focused on transitional bilingual class and explored connections between the literacy practices co-constructed in this figured world and one student’s developing identity. Yanet, a newcomer student from Cuba, was encouraged to draw on community cultural wealth to support her own and her classmates’ language, literacy and identity development. Over time she figured an identity as an expert helping her to develop self-efficacy and a positive academic identity. Yanet’s teacher played a critical role in establishing the norms of the figured world and her success in leveraging community cultural wealth during literacy practices
Bilingual education · Class (philosophy · Cultural identity · Identity (music · Literacy · Literacy Education · Neuroscience of multilingualism · Pedagogy · Social science · Sociology · Critical Race Theory in Education · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology
Subtractive Schooling
Learning a New Land
Exploring bilingual pedagogies in dual language preschool classrooms
The Significance of Relationships
Reading the world in Spanglish
Reframing the Debate on Language Separation
Ways with Words
The Discovery of Grounded Theory
Building on Strength
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy
Whose culture has capital? A critical race theory discussion of community cultural wealth
A bilingual education for a monolingual test? The pressure to prepare for Taks and its influence on choices for language of instruction in Texas elementary bilingual classrooms
Teaching Through Testimonio
Examining the Effects of Language Brokering on Student Identities and Learning Opportunities in Dual Immersion Classrooms
Every good‐bye ain’t gone’
When learning a second language means losing the first
The social mind
Literacy
Life is Hard
Figured Worlds and American Dreams
Learner Identity Amid Figured Worlds
Figuring “Success” in a Bilingual High School
Figured Worlds and Education
A Culturally Based Cognitive Apprenticeship
Orientations in Language Planning
Determining Validity in Qualitative Inquiry
From Good Student to Outcast
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2020 - 2024 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |