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  4. Latina/o language minorities with learning disabilities: examining the interplay between in- and out-of-school literacies
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Latina/o language minorities with learning disabilities: examining the interplay between in- and out-of-school literacies

Full metadata

Description

There are many educational issues connected to the exponential growth of the Latina/o population in the U.S. One such issue is Latina/os’ educational outcomes in the area of literacy. Despite the increased attention to subpopulations of students (e.g., English language learners, students with disabilities) there is little attention given to students that do not fit neatly into one subcategory, which positions Latina/o language minorities (LMs) with learning disabilities (LDs) in a liminal space where their educational services are fragmented into either being a student with LD or a LM student. Unfortunately, labels that are meant to afford students resources often result in fragmenting students’ educational experiences. This becomes evident when attempting to locate research on students who have ethnic, linguistic, and ability differences. Rarely are their educational needs as Latina/o LMs with LD met fluidly. Understanding the intersections of ethnicity, language, and ability differences in situated literacy practice is imperative to creating the deep, nuanced understanding of how Latina/o LMs with LD might become proficient in the use of critical twenty-first century tools such as new literacies. In this study I used cultural historical activity theory in combination with New Literacy Studies (Cope & Kalantzis, 2009; Gee, 1996) and intersectionality (McCall, 2014) to examine how Latina/o LMs with LD’s participated in literacies across in- and out-of-school contexts with the following research questions: In what ways does participation in literacy change for Latina/o LMs with LD as they move between in- and out-of-school? What situated identities do LMs with LD enact and resist while participating in literacy across in- and out-of-school contexts?

Date Created
2015
Contributors
  • Gonzalez, Taucia (Author)
  • Artiles, Alfredo J. (Thesis advisor)
  • Kozleski, Elizabeth B. (Committee member)
  • Hudelson, Sarah (Committee member)
  • Arizona State University (Publisher)
Topical Subject
  • Education
  • English Language Learners
  • Language Minority
  • Latinos
  • learning disability
  • Literacies
  • Hispanic Americans--Education.
  • Linguistic minorities--Education--United States.
  • Learning disabled--Education--United States.
  • Learning disabled
  • Literacy--Study and teaching--United States.
  • literacy
Resource Type
Text
Genre
Doctoral Dissertation
Academic theses
Extent
xii, 345 pages : illustrations (some color)
Language
eng
Copyright Statement
In Copyright
Reuse Permissions
All Rights Reserved
Primary Member of
ASU Electronic Theses and Dissertations
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.34919
Statement of Responsibility
by Taucia Gonzalez
Description Source
Viewed on August 31, 2015
Level of coding
full
Note
Partial requirement for: Ph. D., Arizona State University, 2015
Note type
thesis
Includes bibliographical references (pages 311-328)
Note type
bibliography
Field of study: Special education
System Created
  • 2015-08-17 11:57:18
System Modified
  • 2021-08-30 01:27:02
  •     
  • 1 year 6 months ago
Additional Formats
  • OAI Dublin Core
  • MODS XML

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