Tejer - The Biliteracy Threads: Home Language, Identity, Early Literacy, and the Construction of Dual Language Students as Early Writers

dc.contributor.advisorMachado-Casas, Margarita
dc.contributor.authorLozano, Leticia I.
dc.contributor.committeeMemberAlanís, Iliana
dc.contributor.committeeMemberEk, Lucila
dc.contributor.committeeMemberLindahl, Kristen
dc.contributor.committeeMemberSolis, Jorge
dc.creator.orcidhttps://orcid.org/0000-0002-8286-1909
dc.date.accessioned2024-02-12T14:51:50Z
dc.date.available2024-02-12T14:51:50Z
dc.date.issued2017
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.abstractTransitional Bilingual Education has been the custom of many classrooms across South Texas. The problem is that children, as young as four years old, begin their trajectory on the Early-Exit path to learning English which comes at a cost: loss of the home language, self-worth, validation, and burdened school success. This qualitative case study found the following: ways that teachers mediated a classroom of emergent bilingual students lead to the construction of Kindergarten writers, the classroom strategies the teachers utilized, their attitudes, and behaviors that organized a two-way dual language classroom. Data was collected through three open-ended interviews, observations were conducted twice a week, for 45 minutes, over the course of nine weeks, and student writing samples were submitted as artifacts as proof of the teacher's work. The exploratory nature of this study relied solely on the expertise brought forth from the two Kindergarten two-way dual language teachers. The author proposes the Tejiendo framework as a way for to teachers to validate the student's linguistic and cultural identity and therefore increase the potential for the love of learning.
dc.description.departmentBicultural-Bilingual Studies
dc.format.extent269 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9780355534139
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4284
dc.languageen
dc.subjectbilingual identity
dc.subjectdual language
dc.subjectemergent bilingual
dc.subjectlinguistic and cultural pride
dc.subjectteachers as socio cultural mediators
dc.subjectwriting
dc.subject.classificationBilingual education
dc.subject.classificationEducation
dc.subject.classificationLanguage arts
dc.titleTejer - The Biliteracy Threads: Home Language, Identity, Early Literacy, and the Construction of Dual Language Students as Early Writers
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

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