Bilingual and Literacy Studies Faculty Publications and Presentations
Document Type
Book
Publication Date
2-2020
Abstract
This chapter focuses on an exploratory study of the language and literacy practices of undergraduate students within our Hispanic-Serving College of Education (HSCOE). HSCOEs must first understand and approach the language and literacy practices of bilingual education preservice teachers from an asset-based perspective. Language and literacy practices shape people’s identities and how they exist in the world. Language and literacy development also have an essential role in adult success since reading allows people to access, analyze, synthesize, and use knowledge to understand the world and learn new things. Much of the literature related to language and literacy practices at the postsecondary level focuses on academic literacy, especially the particular language of higher education and academia. The intersection of language and academic preparedness and performance for bilingual Latinx students is particularly noteworthy. The bilingual education preservice teachers used multiple linguistic codes and engaged in translanguaging in various aspects of their lives.
Recommended Citation
Venegas, Elena M., et al. “Language and Literacy Practices of Bilingual Education Preservice Teachers at a Hispanic-Serving College of Education.” Teacher Education at Hispanic-Serving Institutions, Routledge, 5 Feb. 2020, pp. 88–106, doi:10.4324/9780429198564-7.
Publication Title
Teacher Education at Hispanic-Serving Institutions Exploring Identity, Practice, and Culture
DOI
10.4324/9780429198564
Included in
Higher Education Commons, Modern Languages Commons, Other Languages, Societies, and Cultures Commons
Comments
This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Teacher Education at Hispanic-Serving Institutions Exploring Identity, Practice, and Culture on February 5, 2020, available online: http://www.routledge.com/9780367188283 or http://www.crcpress.com/9780367188283