Matching Items (4)
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- All Subjects: Bilingual Education
- All Subjects: pedagogy
Description
This thesis examines heritage language learning and loss, and revitalization. It stems from my initial interests in Indigenous language revitalization and sustainment, bilingual education, and specifically dual language education in the United States. In this thesis, I describe my inquiry journey through narratives of the significant experiences and people I met and the scholarship I engaged in, particularly through visiting Keres Children’s Learning Center at Cochiti Pueblo, New Mexico, and attending the La Cosecha Dual Language Education conference in Santa Fe, New Mexico. In these narratives, I also reflect on what I have learned, how I was personally impacted by what I was learning and my thoughts and ideas about particular issues. These narratives helped me gain a deeper understanding of and expand my knowledge of heritage learning, bilingual education, dual language education and critical issues of language development and promotion (or non-promotion) in our country’s schools and families. Equally important is the knowledge I gained about dual language pedagogy and its critical importance to language revitalization programs serving Indigenous children, and their families and communities. I begin my thesis with a review of literature followed by a description of my methods and then move on to my narratives of significant learning moments, chronologically, and then summarize my key findings. I end with, ironically yet crucially with the most important lesson I learned through my inquiry journey—an understanding of my linguistic self.
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
ContributorsWelsh, Jacqueline Rose (Author) / Romero-Little, Eunice (Thesis director) / Tidwell, Jacqueline Hettel (Committee member) / School of International Letters and Cultures (Contributor) / W. P. Carey School of Business (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
This dissertation explores the possibility of Critical Communication Pedagogy outside of traditional classrooms through a critical and performance ethnographic approach from 15-months of data collection. Specifically, the author embraces the Chicana/Latina feminist methodology pláticas to co-create space with Latinx high school students who have experienced the foster care system. Through sixteen pláticas, the major themes explored include interrogating power, embracing embodied knowledge to question civility, and examining culture and identity. Additionally, the author embraces critical auto/ethnography to grapple with the tensions that arise for her, as a communication scholar, embracing a radical approach to laboring with youth beyond the classroom.
ContributorsTerminel Iberri, Ana Isabel (Author) / LeMaster, Loretta (Thesis advisor) / O'Connor, Brendan (Thesis advisor) / Chávez, Karma (Committee member) / Arizona State University (Publisher)
Created2023
Description
Children’s language proficiency, teacher’s language ideologies, and language practices such as code-switching have been previously investigated, but almost no research has explored young children’s understandings about language(s) nor their impact on social relationships. Researchers have not investigated children’s reflection of their own language use and identity. I conducted an ethnography regarding language practices, knowledge, and identity construction, supplemented by semi-structured interviews with students and teachers in a Montessori preschool classroom. I decided to focus upon a few specific students in the class because of their varying linguistic backgrounds. Linguistic identity formation occurs mainly through self-assessment and language practices and processes (such as authentication vs. denaturalization, adequation vs. distinction, and authorization vs. illegitimation) (Bucholtz & Hall, 2005). Understanding and knowledge about language(s) displayed by students allowed for nuanced identity construction through conversation with teachers and peers. The language ideologies and practices by teachers in this classroom contrast that of the broader social and cultural systems in place, and also support children’s language knowledge and social development.
ContributorsHait, Ryleigh (Author) / O'Connor, Brendan (Thesis director) / Berstein, Katie (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Borders have deep symbolic, cultural, historical, and religious meanings, and can therefore become mobilized for various political endeavors. Using a critical educational ethnographic approach, my dissertation examines educators’ memories of bordering practices and experiences to rethink national borders and identities in Armenian education. I argue that teachers have the potential to act as key change agents in transforming the Armenia-Azerbaijan and Armenia-Turkey conflicts of the Caucasus region through their distinctive influence both on curriculum and pedagogy, and by creating supportive learning environments in classrooms. This dissertation suggests that borders are central to the defining of identity – as studied among Armenians – and that border thinking has the potential to expand pedagogical practices to not only inform/(re)define identity, but also to sustain peace and make room for an alternative way of being that refutes the dichotomies of colonialism and imperialism, and other prevalent isms. Specifically, my research focuses on the ways in which the idea and reality of “the border” – as well as teachers’ memories of the “border” – shape classroom practices, textbook content, and pedagogical theory in post-conflict Armenia. This research analyzes the capacity and potential of educators to contribute to more peaceful relationships and makes clear the constraints of schools in fulfilling this role. My dissertation contributes to the current scholarship of border studies, post-Soviet transformations, and education in conflict territories by expanding the scope of pedagogical practices necessary for peaceful coexistence. Fieldwork for this study was conducted in Armenia between June 2019 and March 2020 with a one-month site visit in Turkey. This study includes textbook analyses, interviews with teachers, fieldwork observations, as well as document and visual analyses.
ContributorsPalandjian, Garine (Author) / Silova, Iveta (Thesis advisor) / Brown, Keith (Committee member) / Carlson, David L (Committee member) / O'Connor, Brendan (Committee member) / Arizona State University (Publisher)
Created2022