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dc.contributor.authorSmith, Patrick Henry ( )
dc.contributor.authorMurillo, Luz A. ( )
dc.date.accessioned2019-07-15T15:56:53Z
dc.date.available2019-07-15T15:56:53Z
dc.date.issued2013
dc.identifier.citationSmith, P. H., & Murillo, L. A. (2013). Repositioning biliteracy as capital for learning: Lessons from teacher preparation at the U.S.-Mexico Border. International Journal of Qualitative Studies in Education, 26(3), pp. 301-323.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/8306
dc.description.abstractThis study explores biliteracy as understood and practiced in school and community contexts in a particular region of the U.S. – Mexico borderlands, the Rio Grande Valley of southeast Texas. Drawing on capital theory, we contrast the ambivalent perceptions of Spanish/English biliteracy held by local pre-service and in-service educators with biliterate practices that are highly visible in the border communities where they live and teach. One objective of the study is to describe the diglossic nature of bilingualism and biliteracy in the Valley as a context for learning and teaching. We highlight patterns of overlap and difference in the ways that biliteracy is positioned in and out of school in this remarkably bilingual region, and we apply theories of capital to interpret these patterns. A second objective is to share pedagogies for repositioning biliteracy through teacher education and to suggest directions for further research in this area.en_US
dc.formatText
dc.format.extent43 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.sourceInternational Journal of Qualitative Studies in Education, 2013, Vol. 26, No. 3, pp. 301-323
dc.subjectBiliteracyen_US
dc.subjectHuman capital
dc.subjectLinguistic landscape
dc.subjectTeacher preparation
dc.subjectUS-Mexico border
dc.titleRepositioning Biliteracy as Capital for Learning: Lessons from Teacher Preparation at the US-Mexico Borderen_US
txstate.documenttypeArticle
dc.description.versionThis is the accepted manuscript version of an article published in International Journal of Qualitative Studies in Education.
dc.identifier.doihttps://doi.org/10.1080/09518398.2012.762473
txstate.departmentCurriculum and Instruction


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