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Record identifier : 567072
Personal Name - Primary Intelectual Responsibility : Pedrana, Angela Lopez
Title and statement of responsibility : Heritage language teachers: Narratives on the juxtaposition of personal practical knowledge about language and learning and the education of children in bilingual education contexts [Thesis]
Publication, Distribution,Etc. : University of Houston, 2004
Language of the Item : eng
Dissertation of thesis details and type of degree : ED.D.
Body granting the degree : , University of Houston
Summary or Abstract : The concept, heritage language, has emerged as being an important element in the study of languages and linguistics. Scholarly literature acknowledges it as also being closely related to diversity and pedagogy in general (Krashen et al, 1998; Valdفs, 2000, 2001; Veltman, 2000). Heritage language, as defined by Valdفs and Krashen, is the language spoken at home as English is learned in school. Yet, as an area of study, linguistic matters--such as language loss, code switching, register, and other issues pertinent to foreign language courses--often dominate the discussions. Seldom is the concept, heritage language, associated with bilingual education teachers who are heritage language speakers themselves. How this phenomenon affects teachers and their teaching practices is almost nonexistent in the scholarly literature dealing with pedagogy in bilingual education contexts. In the teacher development literature, for example, what little has been written generally seems to emanate from a deficit model (Cummins, 1970, 1980, 2000; Galindo, 1997; Tinajero & Ada, 1992) rather than a model that views heritage language as an asset or natural resource on which to draw. In short, the literature has yet to describe, define, or address the phenomenon of how heritage language speakers struggle with knowledge, context and identity as it relates to the heritage language speaker's experience. The general focus of this narrative inquiry (Clandinin & Connelly, 1995; Conle, 2000; Craig, 1999) is to describe experiences lived and told, and re-lived and re-told, by heritage language speakers who work in bilingual education contexts and who are subsequently juxtaposed between their personal practical knowledge (Clandinin & Connelly, 1999; Craig, 2003; Olson, 1997) about language and learning and their personal practical knowledge relating to the education of children..
Topical Name Used as Subject : Teacher education, Bilingual education, Multicultural education, Curricula, Teaching
Information of biblio record : TL
 
 
 
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