Unpacking capital: Promoting EL student success & learning to “Do school”
DOI:
https://doi.org/10.52242/gatesol.36Keywords:
English Learners, Immigrants, Ability Centered Perspective, Cultural CapitalAbstract
This study explores ways in which various types of capital were leveraged by immigrant Latina English Learners from the Dominican Republic, all of whom became successful educators and administrators in diverse settings. The study builds on the work of Yosso (2005) and describes how these multiple types of capital (e.g. linguistic, familial, navigational, resistant and aspirational) are often unrecognized by educators, but when understood and employed by teachers as assets students bring with them to the schooling context, can greately assist students to be successful and indeed can make the critical difference between educational success and failure. Recommendations for practice are included.References
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Cummins, J. (2006). Identity texts: The imaginative construction of self through mulitliteracies pedagogy. In O. García, T. Skutnabb-Kangas and M. Torres-Guzmán (Eds.) Imagining multilingual schools. Clevedon: Multilingual Matters.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
Montalvo-Balbed, M. (2011). Unpublished dissertation. Looking back: Tracing the trajectory of four Dominican women who learned ‘to do’ school. http://digitalcommonskennesaw.edu//etd/442
Musetti, B. and Montalvo-Balbed, M. (April, 2012). Learning to "Do School": Cultural wealth, capital and curriculum. Paper presented to SIG-Critical Examination of Race, Ethnicity, Class and Gender in Education at annual meeting of American Education Research Association. Vancouver, Canada.
Musetti, B., & Tolbert, S. (2010). Science as springboard: Promoting achievement and aspiration among English Language Learners. In D. Sunal & C. Sunal (Eds.), Teaching science with Hispanic ELLs in K-16 classrooms. Research in Science Teaching Series. Charlotte, NC: Information Age Publishing.
National Women’s Law Center & Mexican American Legal Defense and Educational Fund. (NWLC & MALDEF). (2009, August). Listening to Latinas: Barriers to high school graduation. Washington, DC: Author.
Winn, M. & Behizadeh, N. (2011). The right to be literate: Literacy, education, and the school-to-prison pipeline. Review of Research in Education, 35, 147-173.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69-91
Cummins, J. (2006). Identity texts: The imaginative construction of self through mulitliteracies pedagogy. In O. García, T. Skutnabb-Kangas and M. Torres-Guzmán (Eds.) Imagining multilingual schools. Clevedon: Multilingual Matters.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
Montalvo-Balbed, M. (2011). Unpublished dissertation. Looking back: Tracing the trajectory of four Dominican women who learned ‘to do’ school. http://digitalcommonskennesaw.edu//etd/442
Musetti, B. and Montalvo-Balbed, M. (April, 2012). Learning to "Do School": Cultural wealth, capital and curriculum. Paper presented to SIG-Critical Examination of Race, Ethnicity, Class and Gender in Education at annual meeting of American Education Research Association. Vancouver, Canada.
Musetti, B., & Tolbert, S. (2010). Science as springboard: Promoting achievement and aspiration among English Language Learners. In D. Sunal & C. Sunal (Eds.), Teaching science with Hispanic ELLs in K-16 classrooms. Research in Science Teaching Series. Charlotte, NC: Information Age Publishing.
National Women’s Law Center & Mexican American Legal Defense and Educational Fund. (NWLC & MALDEF). (2009, August). Listening to Latinas: Barriers to high school graduation. Washington, DC: Author.
Winn, M. & Behizadeh, N. (2011). The right to be literate: Literacy, education, and the school-to-prison pipeline. Review of Research in Education, 35, 147-173.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69-91
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Published
12/13/2015
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Empirical Research or Literature Reviews
How to Cite
Unpacking capital: Promoting EL student success & learning to “Do school”. (2015). GATESOL Journal, 25(1). https://doi.org/10.52242/gatesol.36