Youth Participatory Action Research in World Language Classrooms

Foreign Language Annals

Volumn 49, Issue 3, 2016, Pages 455-478

  Bocci, Melissa Cochrane ^a  

^a UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

critical literacy; heritage learners; integrating language and content; language proficiency; Standards based teaching

Indexed keywords

EID: 84988591379     PISSN: 0015718X     EISSN: 19449720     Source Type: Journal    
DOI: 10.1111/flan.12216     Document Type: Article

References (42)

1. ACTFL. (2012). ACTFL proficiency guidelines [Electronic version]. Retrieved December 12, 2015, from http://www.actfl.org/sites/default/files/pdfs/ACTFLProficiencyGuidelines
2. st century skills map: World languages [electronic version]. Retrieved May 20, 2016, from https://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf
3. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Boston: Allyn & Bacon.
4. Aparicio, F. R. (1983). Teaching Spanish to the native speaker at the college level. Hispania, 66, 232–238.
5. August, D., & Shanahan, T. (2006). Developing literacy in second language learners: Report of the National Literacy Panel on Language Minority Children and Youth. Mahwah, NJ: Erlbaum.
6. Beckett, G. H. (2006). Beyond second language acquisition: Secondary school ESL teacher goals and actions for project-based instruction. In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 55–70). Greenwich, CT: Information Age Publishing.
7. Boyles, P. P. (2004). Realidades 1. Boston: Pearson Prentice Hall.
8. Boyles, P. P., Met, M., & Sayers, R. S. (2004). Realidades 3. Boston: Pearson Prentice Hall.
9. Boyles, P. P., Met, M., Sayers, R. S., & Wargin, C. E. (2004). Realidades 2. Boston: Pearson Prentice Hall.
10. Cammarata, L. (2010). Foreign language teachers’ struggle to learn content-based instruction. L2 Journal, 2, 89–118.
11. Cammarota, J., & Fine, M. (2008). Youth participatory action research: A pedagogy for transformational resistance. In J. Cammarota & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 1–12). New York: Routledge.
12. Cammarota, J., & Romero, A. (2011). Participatory action research for high school students: Transforming policy, practice, and the personal with social justice education. Educational Policy, 25, 488–506. doi:10.1177/0895904810361722
13. Dincer, A., Yesil Yurt, S., & Goksu, A. (2010, November). Practical tips on how to promote learner autonomy in foreign language classrooms. Paper presented at the meeting of the International Language, Literature and Stylistics Symposium, Ankara, Turkey.
14. Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. Language Learning Journal, 42, 209–224.
15. Faltis, C. (1990). Spanish for native speakers: Freirian and Vygotskian perspectives. Foreign Language Annals, 2, 117–125.
16. Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: SUNY Press.
17. Irizarry, J. G. (2011). “ Buscando la libertad”: Latino youths in search of freedom in school. Democracy & Education, 19, 1–10.
18. Keaney, M., & Mundia, L. (2014). Foreign language learners’ motivation and its effects on their achievement: Implications for effective teaching of students studying Japanese at Universiti Brunei Darussalam. International Education Studies, 7, 122–135.
19. Kohfeldt, D., Chhun, L., Grace, S., & Langhout, R. D. (2011). Youth empowerment in context: Exploring tensions in school-based YPAR. American Journal of Community Psychology, 47, 28–45. doi:10.1007/s10464-010-9376-z
20. Kong, S., & Hoare, P. (2011). Cognitive content engagement in content-based language teaching. Language Teaching Research, 15, 307–324.
21. Langhout, R. D., Collins, C., & Ellison, E. R. (2013). Examining relational empowerment for elementary school students in a YPAR program. American Journal of Community Psychology, 53, 369–381. doi:10.1007/s10464-013-9617-z
22. Leaver, B. L., & Stryker, S. B. (1989). Content-based instruction for foreign-language classrooms. Foreign Language Annals, 22, 269–275.
23. Lightbown, P. M. (2014). Focus on content-based language teaching. Oxford: Oxford University Press.
24. Modern Language Association Ad Hoc Committee on Foreign Languages. (2007). Foreign languages and higher education: New structures for a changed world. New York: Modern Language Association. Retrieved December 15, 2015, from https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Foreign-Languages-and-Higher-Education-New-Structures-for-a-Changed-World
25. National Council of State Supervisors for Foreign Languages (NCSSFL). (2008a). LinguaFolio self-assessment grid [Electronic version]. Retrieved December 12, 2015, from http://www.ncssfl.org/links/LFGrid.pdf
26. National Council of State Supervisors for Foreign Languages (NCSSFL). (2008b). LinguaFolio self-assessment checklists [Electronic version]. Retrieved December 12, 2015, from https://elinguafolio.ncpublicschools.gov/
27. National Standards Collaborative Board. (2015). World-readiness standards for learning languages (4th ed.). Alexandria, VA: Author. Retrieved December 12, 2015, from http://www.actfl.org/publications/all/world-readiness-standards-learning
28. Noguera, P. A. (2003). How racial identity affects school performance. Harvard Education Letter, 19, 1–3.
29. Noonan, J. S. (2009). “If you don't read, it is like you don't exist”: The transformative power of critical literacy at an alternative charter high school (Unpublished doctoral dissertation). Loyola Marymount University, Los Angeles. Retrieved from http://gradworks.umo.com/3490400.pdf
30. North Carolina Department of Public Instruction. (2015). Essential standards for world languages. Retrieved December 12, 2015, from http://www.ncpublicschools.org/docs/acre/standards/new-standards/foreign-language/world-language.pdf
31. Ozer, E. J., Ritterman, M. L., & Wanis, M. G. (2010). Participatory action research (PAR) in middle school: Opportunities, constraints, and key processes. American Journal of Community Psychology, 46, 152–166. doi:10.1007/s10464-010-9335-8
32. Ozer, E. J., & Wright, D. (2012). Beyond school spirit: The effects of youth-led participatory action research in two urban high schools. Journal of Research on Adolescence, 22, 267–283. doi:10.1111/j.1532-7795.2012.00780.x
33. Phillips, E. N., Berg, M. J., Rodriguez, C., & Morgan, D. (2010). A case study of participatory action research in a public New England middle school: Empowerment, constraints, and challenges. American Journal of Community Psychology, 46, 179–194. doi:10.1007/s10464-010-9336-7
34. Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64, 878–912.
35. Roca, A. (1992). Spanish for U.S. Hispanic bilinguals in higher education. Washington, DC: ERIC Clearinghouse on Languages and Linguistics (ERIC Digest No. ED350881).
36. Rodgers, D. M. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. Modern Language Journal, 90, 373–386.
37. Rodgers, D. M. (2015). Incidental language learning in foreign language content courses. Modern Language Journal, 99, 113–136. doi:10.1111/modl.12194
38. Romero, A., Cammarota, J., Dominguez, K., Valdez, L., Ramirez, G., & Hernandez, L. (2008). “The opportunity if not the right to see”: The social justice education project. In J. Cammarota & M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 131–151). New York: Routledge.
39. Sleeter, C. E. (2011). The academic and social value of ethnic studies: A research review. Washington, DC: National Education Association, Research Department. Retrieved December 12, 2015, from http://www.nea.org/assets/docs/NBI-2010-3-value-of-ethnic-studies.pdf
40. Stoller, F. L. (2002). Project work: A means to promote language and content. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 105–120). New York: Cambridge University Press.
41. Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Greenwich, CT: Information Age Publishing.
42. Stovall, D. (2014). Foreword: Committing to struggle in troubling times. In J. Cammarota & A. Romero (Eds.), Raza studies: The public option for educational revolution (pp. ix–xii). Tucson: University of Arizona Press.