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COMMUNITY CULTURAL CAPITAL 99
also learn about historical figures and individuals that have made social contributions such as,
Cesar Chavez and Frida Kahlo. Maestra Santana connects writing with the cultural component
to maximize student learning:
We write about Frida Kahlo. We write about Cesar Chavez. So, when it becomes to his
birthday time we start learning about Cesar Chavez and same thing we will do a writing.
We'll learn all about him and culminate with an art activity. I also try to incorporate not
just Mexican artists.
Maestra Alba also implemented cultural and linguistic pedagogies to promote
multiculturalism, linguistic diversity, and equity:
I teach like Cesar Chavez, Martin king, Veterans Day. Whenever there's a holiday, I use
that and translate whatever I have in English to Spanish so that they know the history of
not just Latin America but also the United States.
Through the interview findings it was apparent that las maestras were committed to
implementing cultural and linguistic pedagogies in their dual language immersion classrooms. It
was evident that las maestras’ cultural and personal backgrounds can influence how they apply
cultural and linguistic pedagogies in their dual language immersion classroom. Las maestras
personal experiences and stories contribute to the development of cultural knowledge and the
sense of identity in their culturally and linguistically diverse students.
Professional Development
The last theme is professional development. As discussed in Chapter Two, professional
development is a requirement for effective dual language immersion instruction. In order to
implement effective instruction that promotes language and literacy in dual language students,
teachers need to be given ongoing support in order to implement standards, assure that teachers
Object Description
| Title | A community cultural capital approach: bilingual teachers' perceptions and impact in their dual language immersion classroom |
| Author | Cervera, Ofelia |
| Author email | ocervera@usc.edu;ocervera@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2018-06-01 |
| Date submitted | 2018-08-03 |
| Date approved | 2018-08-06 |
| Restricted until | 2018-08-06 |
| Date published | 2018-08-06 |
| Advisor (committee chair) | Crawford, Jenifer |
| Advisor (committee member) |
Carbone, Paula M. Baca, Reynaldo |
| Abstract | This study applies the community cultural capital framework and sociocultural framework on learning to teach to describe bilingual teachers’ perceptions of the most effective practices in educating culturally and linguistically diverse students. The purpose of this study is to inform practice and contribute to the research where data is lacking, by exploring bilingual teachers’ perception of the impact of their approach on learning and language acquisition in their dual language immersion classrooms. This qualitative study selected one public elementary school and interviewed eight bilingual teachers: six teachers in the primary grades (K-2) and two teachers in the upper grades (3-6). Findings resulted in themes aligned with six forms of community cultural capital: aspirational, linguistic, familial, social, navigational, and resistant. The results provided data on effective teaching and learning pedagogies used in dual language immersion classrooms by bilingual teachers and connected las maestras cultural and linguistic background to the application of teaching and learning pedagogies to impact student learning and outcomes. Three main implications of practice drawn from this study were establishing a committed dual language pedagogical plan for curriculum and instruction, building sociocultural competence in dual language students, and last providing professional development that is focused on the needs of bilingual teachers. |
| Keyword | community cultural capital; sociocultural theory; social capital; opportunity gaps; dual language immersion education; multilingual education; English language learners; bilingual teachers' perceptions; culturally and linguistically diverse students; second language learners |
| Language | English |
| Format (imt) | application/pdf |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Cervera, Ofelia |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-CerveraOfe-6671.pdf |
| Archival file | Volume3/etd-CerveraOfe-6671.pdf |
Description
| Title | Page 99 |
| Full text | COMMUNITY CULTURAL CAPITAL 99 also learn about historical figures and individuals that have made social contributions such as, Cesar Chavez and Frida Kahlo. Maestra Santana connects writing with the cultural component to maximize student learning: We write about Frida Kahlo. We write about Cesar Chavez. So, when it becomes to his birthday time we start learning about Cesar Chavez and same thing we will do a writing. We'll learn all about him and culminate with an art activity. I also try to incorporate not just Mexican artists. Maestra Alba also implemented cultural and linguistic pedagogies to promote multiculturalism, linguistic diversity, and equity: I teach like Cesar Chavez, Martin king, Veterans Day. Whenever there's a holiday, I use that and translate whatever I have in English to Spanish so that they know the history of not just Latin America but also the United States. Through the interview findings it was apparent that las maestras were committed to implementing cultural and linguistic pedagogies in their dual language immersion classrooms. It was evident that las maestras’ cultural and personal backgrounds can influence how they apply cultural and linguistic pedagogies in their dual language immersion classroom. Las maestras personal experiences and stories contribute to the development of cultural knowledge and the sense of identity in their culturally and linguistically diverse students. Professional Development The last theme is professional development. As discussed in Chapter Two, professional development is a requirement for effective dual language immersion instruction. In order to implement effective instruction that promotes language and literacy in dual language students, teachers need to be given ongoing support in order to implement standards, assure that teachers |
