Speaking Q’anjobal, Spanish, and English
A world where other worlds are possible
Bibliographic Data
| ID | 12815018 |
|---|---|
| Authors | Beatriz Eugenia Guerrero‐Arias (0000-0002-6520-259X, Universidad del Valle, corresponding author) |
| Year | 2019 |
| Volume | 13 |
| Issue | 3 |
| Pages | 133-145 |
| Publication date | 2019-05-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Diaspora Indigenous and Minority Education (JOURNAL) |
| Journal identifiers | ISSN: 1559-5692 • E-ISSN: 1559-5706 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15595692.2019.1615431 |
| OpenAlex | W2944996490 |
| Language | EN |
| Citations received | 3 |
| References cited | 33 |
Currently, there is a call for more humane ways in humanities, for transitions to a world where other worlds are possible. This qualitative case study analyzes an emergent translingual boy’s participation in diverse spatial repertoires to address issues of learning and community belonging. José is a 4-year-old preschool Guatemalan-ancestry boy, who speaks Q’anjob’al, Spanish, and English. He was placed in an English classroom with daily 30-min Spanish and English pullout. José participated in the pullout to a desirable extent but was marginalized in the English classroom. At home, José had varied opportunities for participating in diverse spatial repertoires. I discuss how home and school have different conceptions of learning and community belonging, and how the home setting with pluriversed spatial repertoires sheds light on a pedagogical practice aimed at transitioning towards a world where other worlds are possible
Linguistics · Pedagogy · Sociology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Gender Studies · Language, Discourse, Communication Strategies · Philosophy
Preschool in Three Cultures Revisited
The Coding Manual for Qualitative Researchers
Communities of Practice
Reframing the Debate on Language Separation
Multiple Discourses, Multiple Identities
Translingual Practice as Spatial Repertoires
Translingual Play that Promotes Cultural Connections, Invention, and Regulation
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy
Clarifying the relationship between translingual practice and L2 writing
A situated perspective on bilingual development
Doing Interviews
Writing Ethnographic Fieldnotes
Negotiating Translingual Literacy
What Does Empowerment in Literacy Education Look Like? An Analysis of a Family Literacy Program for Guatemalan Maya Families
Understanding Students With Immigration Backgrounds
Imagined Communities, School Visions, and the Education of Bilingual Students in Japan
Emergent bilingual students in secondary school
Emergent Bilinguals and Tesol
Writing Ethnographic Fieldnotes, Second Edition
Social Identity, Investment, and Language Learning
Situated Learning
Who's the Boss? How Communicative Competence Is Defined in a Multilingual Preschool Classroom
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.43 |
| Citation span | 2019 - 2021 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |