Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions

Persistent Link:
http://hdl.handle.net/10150/577356
Title:
Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions
Author:
Granados, Nadia Regina
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This research examines the bilingual and biliterate trajectories of graduates of a K-5 dual language immersion program who are now young adults. Their experiences as emergent bilinguals within the setting of their elementary school was foundational for their long-term academic outcomes and their deep metapragmatic awareness of simultaneous linguistic experiences. This study explores where these students are now, what happened since they left this particular dual language program, and how their language practices and ideologies have shifted over time and shaped their current practices and ideologies surrounding language and literacy across time and space. Using qualitative methodology, this study draws on frameworks of New Literacy Studies, communities of practice, language ideologies, capital, and language-as-resource to highlight how bilingualism and biliteracy are complex phenomena, and how the multiple, complex, and competing forces at play ultimately shape language and literacy. This study examines the fluidity of how resources for learning are transformed across multiple landscapes and how important insights arise concerning how retrospective analysis of previous learning environments have shaped students' current lived experiences. Findings illustrate the dynamic nature of bilingualism not through discreet domains of language use in bounded contexts, but fluidly moving across fields in remarkable ways. Additional findings underscore the mobilities of language and literacy and how ideologies are neither static nor fixed, but continuously evolving in fluid and dynamic processes.
Type:
text; Electronic Dissertation
Keywords:
Biliteracy; Dual Language Education; Language, Reading & Culture; Bilingualism
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading & Culture
Degree Grantor:
University of Arizona
Advisor:
Moll, Luis C.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleMapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensionsen_US
dc.creatorGranados, Nadia Reginaen
dc.contributor.authorGranados, Nadia Reginaen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractThis research examines the bilingual and biliterate trajectories of graduates of a K-5 dual language immersion program who are now young adults. Their experiences as emergent bilinguals within the setting of their elementary school was foundational for their long-term academic outcomes and their deep metapragmatic awareness of simultaneous linguistic experiences. This study explores where these students are now, what happened since they left this particular dual language program, and how their language practices and ideologies have shifted over time and shaped their current practices and ideologies surrounding language and literacy across time and space. Using qualitative methodology, this study draws on frameworks of New Literacy Studies, communities of practice, language ideologies, capital, and language-as-resource to highlight how bilingualism and biliteracy are complex phenomena, and how the multiple, complex, and competing forces at play ultimately shape language and literacy. This study examines the fluidity of how resources for learning are transformed across multiple landscapes and how important insights arise concerning how retrospective analysis of previous learning environments have shaped students' current lived experiences. Findings illustrate the dynamic nature of bilingualism not through discreet domains of language use in bounded contexts, but fluidly moving across fields in remarkable ways. Additional findings underscore the mobilities of language and literacy and how ideologies are neither static nor fixed, but continuously evolving in fluid and dynamic processes.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectBiliteracyen
dc.subjectDual Language Educationen
dc.subjectLanguage, Reading & Cultureen
dc.subjectBilingualismen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineLanguage, Reading & Cultureen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorMoll, Luis C.en
dc.contributor.committeememberMoll, Luis C.en
dc.contributor.committeememberAnders, Patricia L.en
dc.contributor.committeememberRuiz, Richarden
dc.contributor.committeememberYaden, David B.en
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.