Pedagogical stances of high school ESL teachers: Huelgas in high school ESL classrooms

Bilingual Research Journal

Volumn 33, Issue 1, 2010, Pages 111-124

  del Carmen Salazar, María ^a  

^a UNIVERSITY OF DENVER   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79952862786     PISSN: 15235882     EISSN: 15235890     Source Type: Journal    
DOI: 10.1080/15235881003733415     Document Type: Article

References (40)

1. Acuña, R. (2000). Occupied America: A history of Chicanos (4th ed.). New York, NY: Longman.
2. Banks, C. A. M. (2005). Improving multicultural education: Lessons from the intergroup education movement. New York, NY: Teachers College Press.
3. Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., & Stephan, W. G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-198.
4. Cochran-Smith, M. (2001). Learning to teach against the (new) grain. Journal of Teacher Education, 52(1), 3-4.
5. Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational Review, 71(4), 649-676.
6. Dyson, A. H. (1993). Negotiating the permeable curriculum: On the interplay between teachers' and children's worlds. Urbana, IL: National Council of Teachers of English.
7. Education Trust. (2003). Latino achievement in America. Retrieved January 12, 2010, from http://www.theadvocates-forhumanrights.org/sites/608a3887-dd53-4796-8904-997a0131ca54/uploads/LatAchievEnglish_2.pdf.
8. Escamilla, K. (2003). Confession of a recovering monolingual: Why bilingual education is good for everyone. Journal of the Texas Association for Bilingual Education, 7(1).
9. Esparza, M. (Producer), & Olmos, E. J. (Director). (2006). Walkout [DVD]. U.S.: Home Box Office Films.
10. Fordham, S., & Ogbu, J. U. (1986). Black students' school success: Coping with the burden of acting White. Urban Review, 18, 176-206.
11. Fránquiz, M., & Salazar, M. (2004). Caring literacy and identity struggles: The transformation of Chicano students. The High School Journal, 87(4), 36-53.
12. Fránquiz, M. E., & Salazar, M. (2007). Ni de aquí, ni de allá: Latina/o youth crossing linguistic and cultural borders. The Journal of Border Educational Research, 6(2), 101-113.
13. Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury Press.
14. Freire, P. (2005). Teachers as cultural workers: Letters to those who dare teach. Boulder, CO: Westview Press.
15. García, I. M. (1998). Chicanismo: The forging of a militant ethos among Mexican Americans (Militant Ethos among Mexican Americans). Tucson, AZ: University of Arizona Press.
16. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
17. Gibson, M. A. (2003). Improving graduation outcomes for migrant students. Washington, DC: Eric Clearinghouse on Rural Education and Small Schools.
18. Giroux, H. (1983). Theory and resistance in education: A pedagogy for opposition. New York, NY: Bergin & Garvey.
19. Glaser, B. G., & Strauss, A. L. (1967). Discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine Press.
20. Hollins, E. (2008). Culture in school learning: Revealing the deep meaning (2nd ed.). New York, NY: Routledge Press.
21. Johnson, N. B. (1980). The material culture of public school classrooms: The symbolic integration of local schools and national culture. Anthropology and Education Quarterly, 11, 173-190.
22. Macedo, D., & Bartolomé, L. (1999). Dancing with bigotry: Beyond the politics of tolerance. New York, NY: St. Martin's Press.
23. Matute-Bianchi, M. E. (1986). Ethnic identities and patterns of school success and failure among Mexican-descent and Japanese-American students in a California High School: An ethnographic analysis. American Journal of Education, 95(1), 233-255.
24. Matute-Bianchi, M. E. (1991). Situational ethnicity and patterns of school performance among immigrant and nonimmigrant Mexican-descent students. In M. Gibson & J. Ogbu (Eds.), Minority status and schooling: A comparative study of immigrant and involuntary minorities (pp. 205-248). New York, NY: Garland Publishing.
25. McKeon, D. (1994). Language, culture and schooling. In F. Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp. 15-32). New York, NY: Cambridge University Press.
26. Mercado, C. I. (2001). Reflections on the power of Spanish confessions from the field. In M. L. Reyes & J. Halcon (Eds.), The best for our children: Critical perspectives on literacy for Latino students (pp. 213-227). New York, NY: Teacher College Press.
27. Moll, L., Amanti, C., Neff, D., & González, N. (2001). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.
28. National Center for Education Statistics. (2009). The Condition of Education 2009 (NCES 2009-081). Washington, DC: U.S. Department of Education Institute of Education Sciences.
29. Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: Erlbaum.
30. Nieto, S., Bode, P., Kang, E., & Raible, J. (2008). Identity, community, and diversity: Retheorizing multicultural curriculum for the postmodern era. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction (pp. 176-197). Thousand Oaks, CA: Sage.
31. Ogbu, J. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahwah, NJ: Lawrence Erlbaum Associates.
32. Pappamihiel, E. N. (2004). Hugs and smiles: Demonstrating caring in a multicultural early childhood classroom. Early Child Development and Care, 174(6), 539-548.
33. Reyes, R. (2008). Cheating" as good pedagogy: Bilingual teachers defying English-only to foster student achievement. Multicultural Perspectives, 10(4), 209-221.
34. Ruiz, R. (1988). Orientations in language planning. In S. McKay & S. Wong (Eds.), Language diversity: Problem or resource? (pp. 25-33). Cambridge, MA: Newbury House Publishers.
35. Salazar, M. (2008). English or nothing: The impact of rigid language policies on the inclusion of humanizing practices in a high school ESL program. Journal of Educational Equity & Excellence, 41(3), 341-356.
36. Solorzano, D. G., & Delgado Bernal, D. (2001). Examining transformational resistance though a critical theory and Latcrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308-342.
37. Suárez, D. (2007). Second and third generation heritage language speakers: HL scholarship's relevance to the research needs and future directions of TESOL. Heritage Language Journal, 5(1), 27-49.
38. Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 37-77). Washington, DC: Center for Applied Linguistics.
39. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican immigrant youth and the politics of caring. Albany, NY: State University of New York Press.
40. Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.