"¡Luces, cámara, acción!": A classroom teacher research analysis of dual language students translanguaging through one-act plays

Simple item page
dc.contributor.advisorSánchez, Patricia
dc.contributor.authorEscalante, Lora Beth
dc.contributor.committeeMemberHult, Francis M.
dc.contributor.committeeMemberSayer, Peter
dc.contributor.committeeMemberLopez, Minda
dc.date.accessioned2024-02-09T20:49:22Z
dc.date.available2024-02-09T20:49:22Z
dc.date.issued2012
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe study investigates how language is used among 17 children in a dual language classroom as they create academic-based one-act plays in conjunction with social studies instruction. Examining over 20 hours of video, the teacher researcher analyzes students' use of translanguaging during cooperative groupings in order to co-accomplish an academic task. The purpose was to determine how the use of Spanish and English among students working in groups contributed to how students interacted with one another and to the creation of their plays. A major finding is the students' use of schoologues---moments when students bring shared school experiences into their conversations. The study looks at how humor and laughter are also used as a vehicle of thought and as a way of navigating difficult interactional obstacles, such as regaining academic focus when it has strayed. Language used by the students to generate one-act plays implies that a classroom setting that encourages the use of bilingual linguistic repertoires benefits social and academic language development among learners. The analysis of student-generated artifacts (personal written reflections as well as first and final drafts of their plays) reveals the connection between the use of oral language and peer editing. The data demonstrate how students used themselves as reference tools to derive edits within their scripts. The author argues that students were able to communicate freely in such a way that would ultimately produce the results they desired (final drafts of their plays) in part because students felt comfortable with one another, in part because they were given the freedom to use both English and Spanish, and partly because the teacher allowed them the space in which to work with limited interruptions.
dc.description.departmentBicultural-Bilingual Studies
dc.format.extent260 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781267343581
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3346
dc.languageen
dc.subjectdual language
dc.subjectelementary
dc.subjectpeer editing
dc.subjectschoologues
dc.subjecttranslanguaging
dc.subjecttwo-way immersion
dc.subject.classificationBilingual education
dc.subject.classificationElementary education
dc.title"¡Luces, cámara, acción!": A classroom teacher research analysis of dual language students translanguaging through one-act plays
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentBicultural-Bilingual Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

Files

Original bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Escalante_utsa_1283D_10714.pdf
Size:
19.06 MB
Format:
Adobe Portable Document Format
Download

Collections

Electronic Theses and Dissertations - UTSA Access Only