Rethinking Dual Language Bilingual Education Pedagogies for Spanish Heritage Speakers

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dc.contributor.advisorHenderson, Kathryn I.
dc.contributor.advisorFlores, Belinda Bustos
dc.contributor.authorMartin Corredor, Lina Mallerly
dc.contributor.committeeMemberSolis, Jorge
dc.contributor.committeeMemberSaldaña, Lilliana
dc.contributor.committeeMemberSayer, Peter
dc.creator.orcidhttps://orcid.org/0000-0003-1462-2188
dc.date.accessioned2024-02-12T15:40:01Z
dc.date.available2024-02-12T15:40:01Z
dc.date.issued2021
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 purpose of this case study was to explore 1) the relationships between a Spanish heritage speaker's Discourses used in the school and home settings in an elementary Dual Language Bilingual Education (DLBE) context, and 2) how a DLBE teacher promotes or constrains the SHS's heritage Discourses to engage in learning in an elementary school. This qualitative case study was conceptually based on sociocultural understanding of "academic" Discourses and home Discourses. Additionally, I used a culturally sustaining pedagogies framework to explore the case of a Spanish heritage speaker (SHS) from Mexico studying in a DLBE elementary school. Methodologically, I employed a case study approach to qualitative study as the design of this research study. The phenomenon analyzed was the Discourses (Gee, 2008) that this SHS enacted in the home and DLBE school contexts in Texas. Findings demonstrated a multiplicity of ways in which the Spanish heritage speaker developed and expanded a hybrid, interconnected and dialogical Discourse repertoire. Some of these home Discourses can be associated with school and professional literacies, practices and knowledges. Additionally, findings demonstrate how DLBE classrooms can become sites of empowerment and pluralism and, simultaneously, spaces of repression (Yosso, 2005). I provide a discussion about the demystification of the notion of "academic" Discourses. Furthermore, I discuss implications for teaching, teacher education as well as curriculum and policy making.
dc.description.departmentBicultural-Bilingual Studies
dc.format.extent253 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9798538137190
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4572
dc.languageen
dc.subjectAcademic Discourses
dc.subjectBilingual Education
dc.subjectDual language
dc.subjectHeritage speakers
dc.subjectHome Discourses
dc.subjectSpanish Heritage Speakers
dc.subjectDialogical discourse
dc.subject.classificationBilingual education
dc.subject.classificationEducation
dc.subject.classificationLanguage
dc.subject.classificationCurriculum development
dc.subject.classificationEducation policy
dc.titleRethinking Dual Language Bilingual Education Pedagogies for Spanish Heritage Speakers
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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