Exploring Instructional Practices in a Spanish/English Bilingual Classroom Through Sitios y Lenguas and Testimonio

Abstract:

Drawing from Chicana feminist perspectives and Pérez (Living Chicana theory. Third Woman Press, Berkeley, pp 87–101, 1998) theories of sitios y lenguas (space and discourses) the authors reposition understandings of teaching and learning through a qualitative case study of a first grade Spanish/English bilingual classroom. Through analysis of field notes, interviews, and the teacher’s testimonio, the authors examine how sitios y lenguas functions as a tool to identify ways that home languages and cultural backgrounds are valued resources for learning in one bilingual classroom. Findings show how theorizing classroom spaces (sitios) and the interchange of languages (lenguas) counters hegemonic discourses by providing a narrative that reclaims knowledge production of bilingual and bicultural communities (Anzaldúa in Borderlands/La frontera: the new mestizo. Aunt Lute Press, San Francisco, 1987 …

Año de publicación:

2016

Keywords:

Fuente:

google