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Translating Childhoods: Immigrant Youth, Language and Culture
Author(s): Marjorie Faulstich Orellana
Abstract:
Drawing from ethnographic data and a decade of research in three immigrant communities, this book examines the work that the children of immigrants do using their knowledge of two languages to speak, read, write, listen and do things for their families. The sample chapter looks at how this work plays out in parent-teacher conferences.
Chapter 5 appears with permission of the publisher, Rutgers University Press, New Jersey, © 2010. All rights reserved.
Attachment:
Chapter_5.pdf
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PDF document,
285Kb
Items in XPress
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- The Language Demands of School: Putting academic English to the test
- Language Issues: Readings for Teachers
- Translating Childhoods: Immigrant Youth, Language and Culture
- Recognizing different kinds of "head starts"
- Forbidden language: English learners and restrictive language policies
- The Construction of Moral and Social Identity in Immigrant Children's Narratives-in-translation
- He-said-she-said: Talk as social organization among black children
- Re-mediating literacy: culture, difference, and learning for students from nondominant communities
- Regimes of Language: Ideologies, Polities, and Identities
- Spanish-language Narration and Literacy: Culture, cognition, and emotion
- Language socialization: an historical overview
- Towards Expansive Learning: Examining Chicana/o and Latina/o Students’ Political-historical Knowledge
