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You searched for +publisher:"California State University – East Bay" +contributor:("Ramirez, Dr. Leticia"). One record found.

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California State University – East Bay

1. Brooke-Garza, Elizabeth. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.

Degree: 2013, California State University – East Bay

Two-way bilingual immersion (TWBI) programs have demonstrated great success in improving Latino English Language Learners??? educational outcomes. When compared with students in English-only programs, TWBI students have more favorable attitudes towards bilingualism, biculturalism, and other cultural groups, yet TWBI classrooms are not immune to the greater power dynamics and influences of United States society. This Participatory Action Research study brought together a cadre of eight two-way bilingual immersion teachers from two Northern California school districts. The participants collaborated to examine and develop practices that promote cross-cultural competency in their TWBI classrooms. This study investigated the TWBI teachers??? awareness of power imbalance regarding the validation of cultural capital between native English-speakers and native Spanish-speakers, the participants??? understanding of cross-cultural competence, and the teacher organizational routines that lead to equitable distribution of cultural capital in their classrooms. The data demonstrated that socioeconomic differences strongly influenced student social dynamics. Students from a higher social class, usually the native English-speakers, displayed more confidence and, if left unmanaged, dominated classroom participation. Native Spanish-speaking students from educated, middle class families also dominated and took on central roles in classroom interactions. TWBI educators often use a native English-speaker/native Spanish-speaker lens to monitor and make instructional decisions. This two-way lens may not reveal the predominant distinctions between the student groups. Awareness of socioeconomic influences and distribution of cultural capital will provide TWBI teachers greater clarity to fine-tune their instructional decision-making. This study also found that the participants recognized that if left to chance, inequitable power dynamics would take over. The participants were cognizant of the necessity to assume much needed advocacy roles on behalf of their students, and to incorporate organizational routines that promote the cultural capital of their native Spanish-speaking students into their practice. Advisors/Committee Members: Ramirez, Dr. Leticia (advisor), Arriaza, Dr. Gilberto (primaryAdvisor).

Subjects/Keywords: Education; Bilingual

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brooke-Garza, E. (2013). Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/101553

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brooke-Garza, Elizabeth. “Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.” 2013. Thesis, California State University – East Bay. Accessed September 23, 2019. http://hdl.handle.net/10211.3/101553.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brooke-Garza, Elizabeth. “Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.” 2013. Web. 23 Sep 2019.

Vancouver:

Brooke-Garza E. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. [Internet] [Thesis]. California State University – East Bay; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10211.3/101553.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brooke-Garza E. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. [Thesis]. California State University – East Bay; 2013. Available from: http://hdl.handle.net/10211.3/101553

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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