College of Education and Human Development Faculty Research
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12588/195
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Browsing College of Education and Human Development Faculty Research by Department "Bicultural-Bilingual Studies"
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Item A Preliminary Content Validity Analysis of the Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners (RELPP-BL)(2022-06-30) Garza, Karla; Flores, Janelle Beth; Flores, Belinda BustosThe number of bilingual-bicultural students in the US continues to grow exponentially. With this growth, educators have an increased need for ensuring that all bilingual-bicultural students have equal language learning opportunities. It is, therefore, crucial that bilingual educators have access to valid tools that can serve as guides for determining if a speech and language referral is needed. The Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners [RELPP-BL] was developed as a data gathering tool to assist educators in the decision-making process. The purpose of this study was to explore the content validity of the RELPP-BL. The preliminary results demonstrate that the RELPP-BL is a viable, valid tool for use in the pre-referral process; it is not intended as an evaluation measure.Item Autohistoria: Traversing through Time and Space to Explore Identity, Consciousness, Positionality, and Power(2020-08-17) Flores, Belinda BustosHow do our own cultural-historical experiences in geographic spaces like the border(s) we occupy shape our identities, consciousness, positionality, and power? Using the autohistoria-teoria methodology, the intent of this manuscript is to explore my paternal grandmother's family, Los Martínez’ cultural historical experiences as descendants of conquistadores, who eventually lived along the Rio Grande-Río Bravo del Norte, which is now the Texas–Mexico border. Archival data, including birth, marriage, and death certificates, land grants, maps, border crossing documents, published books, and family oral stories were used to establish a timeline and develop a narrative that spans across time and geographic zones that were originally indigenous, colonized by Spain, became México, and for some of these territories eventually became part of the United States. I will share Los Martínez’ origins that begin in the Kingdom of the Navarre, their story as conquistadores and settlers in northern México and Texas geographic areas that were part of Nuevo España. The overarching theme I plan to capture is the fluidity of borders as figured worlds, but I also plan to highlight the formation of hybrid identities, consciousness, positionality, and power within the spaces/figured worlds that we occupy as both colonizer and colonized.Item Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education(SAGE Publications, 2023-06-12) Fallas-Escobar, Christian; Deroo, Matthew R.In this article, we examine the ways 17 Latina/o bilingual teacher candidates (TCs) employed spatial rationales to make meaning of why they mostly leverage English within their bilingual teacher education classes at their Hispanic-Serving Institution. We asked: (1) How do TCs interpret the predominance of English on campus and the bilingual teacher education program? (2) What do TCs’ understandings reveal about the nature of the structures sustaining the hegemony of English? To answer these questions, we drew upon the raciolinguistic perspective and critical notions of space and place. Findings reveal that despite the University’s mission to serve Latina/o students, TCs still experience English as connected to the United States and the predominantly white community where campus is located, and Spanish as belonging in Mexico and the heavily Mexican and Mexican American neighborhoods south of the city. Our analysis suggests that this mapping of language and race ideologies onto particular spaces/places—or what we have termed raciolinguistic landscapes—reflects and reproduces boundaries that uphold institutionalized systems of exclusion. Findings have implications for bilingual teacher education, with regards to ways to help TCs critically engage raciolinguistic landscapes.Item What Is Engineering and Who Are Engineers? Student Reflections from a Sustainability-Focused Energy Course(2022-03-16) Forbes, Marissa H.; Lord, Susan M.; Hoople, Gordon D.; Chen, Diana A.; Mejia, Joel AlejandroIn the spring of 2021, the University of San Diego's Department of Integrated Engineering taught the course, “Integrated Approach to Energy”, the second offering of a new required course, to nine second-year engineering students. The sociotechnical course covered modern energy concepts, with an emphasis on renewable energies and sustainability, and it exposed the students to other ways of being, knowing, and doing that deviated from the dominant masculine Western White colonial discourse. Following the course completion, we interviewed five students by using a semistructured protocol to explore how they perceived of and communicated about engineers and engineering. We sought to identify the takeaways from their course exposure to sustainability and the sociotechnical paradigm, which were central to the course. The findings suggest that the students were beginning to form sociotechnical descriptions, and that they were still developing their understanding and perceptions of engineers and engineering. Moreover, we observed that they were still wrestling with how best to integrate sustainability into those perceptions. There was an a-la-carte feel to the students' conceptualizations of sustainability as it related to engineering, as in, “you can ‘do’ sustainability with engineering, but do not have to”. We argue that engineering students likely need these pedagogical paradigms (sociotechnical engineering and sustainability) woven through the entirety of their engineering courses if they are to fully accept and integrate them into their own constructs about engineers and engineering.