Cristina Velazquez

EDUC-790 Dr. Arlin

15 Articles Schulman
The following color key groups the articles by themes.
____________= Identity ____________= Heritage Language ____________=Positioning Theory____________= Art
in the classroom
Article citation
Anderson, Jim and Chung, YuChiao . 2011. Finding a voice: arts
based creativity in the community
languages classroom.
International Journal of Bilingual
Education and Bilingualism. 14(5),
pp. 551-569.
Proctor, C., August, D., Carlo, M.,
& Barr, C. (2010). Language
Maintenance versus
Language of Instruction: Spanish
Reading Development among
Latino and Latina Bilingual
Learners. Journal of Social Issues,
66(1), pp. 79-94.
Loureiro-Rodrguez, V. (2013)
Meaningful writing in the heritage
language class: A case study of
heritage learners of Spanish in
Canada. L2 Journal (5), pp.67-98
Fernandez E., (2013) Latino
Children Learning English: Steps
in the Journey. Hispanic Journal
of Behavioral Sciences, 35(2). pp.

Main Question(s) Or Idea

(1)What contributions can arts-based creative work make to the
learning and teaching of community in mainstream and
complementary school contexts? More specifically can such work
help to meet the intellectual and emotional needs of children from
bilingual/bicultural backgrounds?
(2) What are the implications or pedagogy, i.e. what opportunities
are opened up, what conditions are required for learner creativity to
develop?
1. Does language of instruction (English-only, Spanish-only, or
bilingual) promote or hinder English and Spanish reading
comprehension among bilingual students?
2. Are Spanish and English reading skills related to one another? If
so, how? Do these relationships vary as a function of language of
instruction?
3. Do socioeconomic characteristics of the home lives of the
children (i.e., parents level of education and household income)
affect the Spanish reading achievement of the students?

Shulman Type
Ethnographic
approach based
on qualitative
data

Analysis
Quantitative research
methods

Case Study

Quantitative data
Test scores
Longitudinal study

(1)Will meaningful writing encourage students to reflect on their

Case Study
own language identity and the role of Spanish in society?
(2)Will meaningful writing engage them in the process of writing in
Spanish?

Quantitative data
Test scores
Online discussions
Individual
compositions
Narrative
Descriptive
Direct observations
Interviews

How do you increase the understanding of the process of the

second language (L2) acquisition in children when they have
frequent and consistent access to English?

Case Study

Cristina Velazquez
EDUC-790 Dr. Arlin
15 Articles Schulman
Group document
analysis

284-286
Valds G., (2006) The Challenge
of Maintaining Spanish-English
Bilingualism in American Schools.
In Heining-Boynton, Audrey L.
(Ed.) ACTFL 2005-2015:
Realizing our Vision of Languages
for All, pp. 135-151.
Martinez-Roldan & Malav G.
(2004) Language Ideologies
Mediating Literacy and Identity in
Bilingual Context. Journal of
Early Childhood Literacy, 4(3)
pp.45-56.

How is bilingualism developed based on school contexts?

What are the challenges faced by these schools in providing
instruction in a minority language?
What are the dilemmas facing other Latino families in maintaining
Spanish for another generation?

Phenomenologi
cal

Observation
Descriptive
Interviews
Describing
Experiences

Where does his negative perception of Spanish speakers come

from, given that his father is a Spanish-speaking immigrant from
Mexico?

Case Study

Interviews
Work samples
Observations
Critical Discourse
Analysis

Montrul, S. 2012. Is the heritage

language like a second language?
EUROSLA Yearbook, 12, 1-29.
Basham, C., & Fathman, A.,
(2008). The latent Speaker:
Attaining Adult Fluency in an
Endangered language.
International journal of bilingual
education and bilingualism, 11(5),
pp. 577-597.
Farruggio P., (2010) Latino
Immigrant Parents Views of
Bilingual Education as a Vehicle
for Heritage Preservation. Journal
of Latinos and Education, pp. 321.

What are the psycholinguistic and sociolinguistic factors that

contribute to the acquisition and maintenance of heritage
languages?
What effect does hearing the language as a child have on language
learning as an adult?
What factors contribute to successful language learning by latent
speakers?

Grounded
Theory

Observations
Data

Case Study

Longitudinal study
Interviews
Surveys
Assessments
Autobiographies

Is parents status as settler immigrants in a city and a school district

with a growing Latino population and their experiences with
bilingual education influence their thinking about heritage?
Did the evidence from their interviews suggest that the following
factors influenced parents thinking about heritage preservation?

Phenomenologi
cal

Extensive interviews

Cristina Velazquez
EDUC-790 Dr. Arlin
15 Articles Schulman
Valds , G. (2001). Heritage
Language Students:
Profiles and Possibilities. InJ. K.
Peyton, D. A. Ranard, & S.
McGinnis (Eds.),
Heritagelanguages in America:
Preserving a national resource pp.
37-77.

What levels of linguistic development correlate with students

desire to maintain Spanish?
What kinds of interactions with other Spanish speakers at
school promote an increased interest among students in
continuing to participate in such interactions?
What can teachers read to promote their understanding
of students linguistic circumstances and a concomitant
awareness of the efforts involved in maintaining language?
Which classroom activities contribute to students positive
attitudes about Spanish for themselves, for their educational
institutions, and for their communities?

Grounded
Theory

Data
Interviews
Observations

Anderson, Jim and Chung, YuChiao . 2011. Finding a voice: arts

based creativity in the community
languages classroom.
International Journal of Bilingual
Education and Bilingualism, 14(5),
pp. 551-569.

(1)What contributions can arts-based creative work make to the

learning and teaching of community in mainstream and
complementary school contexts? More specifically can such work
help to meet the intellectual and emotional needs of children from
bilingual/bicultural backgrounds?
(2) What are the implications or pedagogy, i.e. what opportunities
are opened up, what conditions are required for learner creativity to
develop?
(1) What are the relations between immediate social interactions
and larger social structures?
(2) How do students negotiate and evaluate student participation?

Ethnographic
approach based
on qualitative
data

Quantitative research
methods

Phenomenologi
cal

Video recording of
discussions and
evaluations
Rubric
Interviews

This article centers the discussion on three main aspects of

methodological reflexivity that were most relevant to me during my
postdoctoral fieldwork: (a) the politics of Spanish editing at LCM;
(b) the interview as a site of empowerment; and (c) the narrative

Ethnography
Critical
ethnography

Interactions
interviews with
children, mothers,
caretakers, and

Anderson, K. (2010) Applying

positioning theory to the analysis
of classroom interactions:
Mediating micro-identities, macrokinds, and ideologies of knowing.
Linguistics and Education, 20(4),
pp.291-310
Relano-Pastor, A. Crossing
Language and Identity as a Critical
Border Ethnographer in Southern
California. Journal of Language,

Identity, and Education, 10(3)

pp.186205.
Leeman, J., Rabin, L., RomanMendoza, E., (2011). Identity and
Activism in Heritage
Language Education. The Modern
Language Journal, 95(9) pp. 176185.
Carreira, M. (2013). The
vitality of Spanish in the
United States. The Heritage
Language Journal, 10(3),
pp. 103-119.

activity as a mutually
transformative social practice between researchers and participants.
The beginning of this article argued that the long history of Spanish
HL research and teaching, which since its birth in the civil rights
era has been indivisible from questions of identity, predates the
recent sociocultural turn in applied linguistics and SLA.
(1) Can critical service-learning based on community collaboration
and social activism provided an additional way to help students
tackle questions of power, enfranchisement, and identity that
directly impacted their sense of agency and their lives?
Heritage language programs can address deficiencies associated
with Spanish within the COD paradigm by (1) expanding the
availability of instructional options, particularly those for learners at
the two ends of the proficiency scale, as well as courses for Spanish
in the professions; (2) fostering linguistic resilience as a way to
empower Latino youth to use Spanish in public and resist criticism;
(3) nurturing learners bilingual and bicultural identity through a
curriculum that responds to their affective, social, and
developmental needs; and (4) orienting instruction toward
addressing the needs of U.S. Latinos and responding to the realities
surrounding the use of Spanish in this country.

Cristina Velazquez
EDUC-790 Dr. Arlin
15 Articles Schulman
university students
Action
Research

Informal interviews
Reflections

Capacity,
Opportunity,
and Desire
(COD) Analysis

Observation of the
HL program
Observation of the
instructional program

Cristina Velazquez
EDUC-790 Dr. Arlin
15 Articles Schulman
SummaryofArticleonPositioning
Applyingpositioningtheorytotheanalysisofclassroominteractions:Mediatingmicroidentities,macrokinds,andideologies
ofknowing
By:KateT.Anderson
PositioningTheory:
Grewoutofsocialpsychologytoilluminatepreviouslyunobservabledetailsofinteractionthatsustainsociallife.
Highlightsideasofpeopleascharactersinstorylines,presumedduties,andthemeaningoftheiractions.
Positioningtheory,ontheotherhand,attendstotheproblemsinherentinthetheatricalmetaphorof"role"byworkingthemuch
moredynamicmetaphorof"position."
Further,weoftentrytopositionothers,as,forexample:wrong,incompetent,misinformed;or,right,competent,knowledgeable.
Thesepositions(weak,shy)willbetriedoutandabandonedormaintained,dependingupontheoutcomestheygenerate.
TiradoandGlvezstatedthatthereisnoneedtoconsideranactofpositioningoutsideoftheepisodeinwhichitoccurs,because
itsmeaningdevelopsconcurrentwiththeepisodesdevelopmentandfeedsofftheactioninsuchadisplay
Somescholarscontendthatsuchaviewisproblematicbecauseconstructslikeculturalresourcesandrepertoiresofpositionsareof
alargerontologicalgrainsizethanthespecificactsofpositioningbywhichpersonsarelocallyconstituted
Traditionalapproachestopositioningtheorytreatmicroscaleconstructslikelocalinteractions(whichareexperienced)and
macroscaleconstructslikeculturalrepertoires(ideological)assimultaneouslyemergentwithininteractionalmoments.
Labels,Kinds,KindsofPersons:
Label:Thisviewcombinesastudentsactionsinasinglemomentandmembershipcategoryssuchasgifted/learningdisabled
NotDeterministic:Amomentsinteractionmaythroughrecursionorwhenvestedwithcertainauthoritycometobeassociated
withinstitutionallabelslikegiftedorlearningdisabled,notdeterministically
Kinds:Inclassrooms,wearelocatedculturallyandhistoricallyaslearnerswhoarecertainkindsofpeoplewithintrajectoriesof
knowingandbeing.
Kindsofpersons:arisesfromacombinationof(a)thesocialhistorical,(i.e.,culturalresourcesshapinginteraction),(b)the
reflexiveconstrualofwhatthosepositionsmeanhere,now,(i.e.,theirlocalvalue),and(c)whatweassocialactorscandowith
kindsofsubjects(i.e.,whatweareseenasabletodoorallowedtodo)
TheStudy:
Toexplainhowlearningandidentityaremediatedbyclassroomparticipation,socialandtextualartifacts,anddiscursiveprocesses
thatcrossmicro,meso,&macroscale

Cristina Velazquez
EDUC-790 Dr. Arlin
15 Articles Schulman
fordevelopingmethodologicalstrategiestoexaminehowstudentsaccess(ordonotaccess)learningandidentityconstruction
resources,andforunderstanding(andperhapsredirecting)classroominteractions.
5thgradeclass(10,11yearolds)waythroughtheyear,5times,over14weeks,Eventslasted90minutes,36studentgroups
Mathproblems,smallgroupdiscussionsaboutproblems,selfevaluationofgroupdiscussion,wholeclasswrapup,Datacollected
throughwrittenartifacts
Ms.Sampsonfocusedoncorrectanswers(opposedtomultipleprocesses),behaviorcompliance,staticviewofability.Ms.
Sampsonsusedtheofficialcurriculum
Theresearchteam:focusedonargumentation,engagement,turntaking,understanding
Followingthesmallgroupmathdiscussionsoftheproblemsets,eachgroupevaluatedtheirdiscussionusingapencilandpaper
conversationrubric(CR)thattheyfilledouttogetherintheirgroups.
TheresearchteamdesignedtheCRtohelpstudentsdevelopareflexiveappreciationoffourelementsofgroupdiscussion
argumentation,engagement,turntaking,andunderstanding.
TheFocusonNate:
Theeventmap(fiveeventsspreadacross14weeksoftheintervention),portraysthecontextforactivitythatdevelopedhowthese
characterizationswereusedwhenevaluatinghisfutureparticipation,andprovidedopportunitiestobeheardandtoauthormeaning
inbothsmallgroupandwholeclassdiscussions.
Inaclassunaccustomedtomathdiscussionsparticipationtypicallygravitatedbacktowardamoretraditionalapproachtomath
havingtherightanswersandinscriptions.
Natebecameinscribedasakindofstudentwhoseldomengagedinvalidreasoningorcouldarticulatehisreasoningtoothers,even
thoughhecouldanddid.
TheactsofpositioningwhatcountsNatenotparticipatinginofficialcurriculum&notcompetentrelativetolivedcurriculum.
PositioningNateasaproblemsomeonewhodidnotparticipateappropriatelyandwhodidnotmakesensecanbebest
understoodasmediatedbytherecurringinteractions,tools(especiallytheCR),andsettings(intercontextualityofdiscussions)that
traversedincreasinglybroadtemporalandspatialstrataacrossthefiveevents
ThegrouprevivifiedthisevaluationofNateinCRdiscussionsduringeventsfourandfive,effectivelyessentializingNates
participationpractices,ratherthanrecognizingthemasdynamicandcontextual.
Conclusion:
Byappealingtopersonsandsettingsaskindsthatspaninteractions,actsofpositioningcanbelinkedtotheconstructofidentity.
Positioningcanseepersonsasrecognizablekindsorboundaryobjects,relativetoactivitiesinwhichtheyparticipate.

Cristina Velazquez
EDUC-790 Dr. Arlin
15 Articles Schulman
Studyshowedhowlearningismediatedbyparticipationinmicrosocialmomentsusingsocialandtextualartifactsthatserveas
mesolevelforcesandstructuresconnectingthemicrosocialacrossforwardandbackwardlookingtrajectoriestomacroscale
discoursesbywhichkindscangainmeaninginfacetofaceinteractionsandovertime.

SCHOLARLY ARTICLES GROUPED BY THEMES

Article citation
Anderson, Jim and Chung, YuChiao . 2011. Finding a voice: arts
based creativity in the community
languages classroom.
International Journal of Bilingual
Education and Bilingualism. 14(5),
pp. 551-569.
Proctor, C., August, D., Carlo, M.,
& Barr, C. (2010). Language
Maintenance versus
Language of Instruction: Spanish
Reading Development among
Latino and Latina Bilingual
Learners. Journal of Social Issues,
66(1), pp. 79-94.
Loureiro-Rodrguez, V. (2013)
Meaningful writing in the heritage
language class: A case study of
heritage learners of Spanish in
Canada. L2 Journal (5), pp.67-98

Main Question(s) Or Idea

(1)What contributions can arts-based creative work make to the
learning and teaching of community in mainstream and
complementary school contexts? More specifically can such work
help to meet the intellectual and emotional needs of children from
bilingual/bicultural backgrounds?
(2) What are the implications or pedagogy, i.e. what opportunities
are opened up, what conditions are required for learner creativity to
develop?
1. Does language of instruction (English-only, Spanish-only, or
bilingual) promote or hinder English and Spanish reading
comprehension among bilingual students?
2. Are Spanish and English reading skills related to one another? If
so, how? Do these relationships vary as a function of language of
instruction?
3. Do socioeconomic characteristics of the home lives of the
children (i.e., parents level of education and household income)
affect the Spanish reading achievement of the students?

Themes
Creativity
Arts
Community languages
Inclusion
Pedagogy
Professional Development

(1)Will meaningful writing encourage students to reflect on their

own language identity and the role of Spanish in society?
(2)Will meaningful writing engage them in the process of writing in
Spanish?

Second Language Acquisition

Heritage Language
Community Language
Spanish
Critical Pedagogy
Language

Language
Second Language Acquisition
Heritage Language
Community Language
Spanish
Critical Pedagogy

Cristina Velazquez
EDUC-790 Dr. Arlin
15 Articles Schulman
Second Language Acquisition
Heritage Language
Community Language
Spanish
Critical Pedagogy
Language
Second Language Acquisition
Heritage Language
Community Language
Spanish
Critical Pedagogy
Language

Fernandez E., (2013) Latino

Children Learning English: Steps
in the Journey. Hispanic Journal
of Behavioral Sciences, 35(2). pp.
284-286

How do you increase the understanding of the process of the

second language (L2) acquisition in children when they have
frequent and consistent access to English?

Valds G., (2006) The Challenge

of Maintaining Spanish-English
Bilingualism in American Schools.
In Heining-Boynton, Audrey L.
(Ed.) ACTFL 2005-2015:
Realizing our Vision of Languages
for All, pp. 135-151.
Martinez-Roldan & Malav G.
(2004) Language Ideologies
Mediating Literacy and Identity in
Bilingual Context. Journal of
Early Childhood Literacy, 4(3)
pp.45-56.

How is bilingualism developed based on school contexts?

What are the challenges faced by these schools in providing
instruction in a minority language?
What are the dilemmas facing other Latino families in maintaining
Spanish for another generation?
Where does his negative perception of Spanish speakers come
from, given that his father is a Spanish-speaking immigrant from
Mexico?

language
identity
Spanish Heritage Language
Ideologies
Literacy

Montrul, S. 2012. Is the heritage

language like a second language?
EUROSLA Yearbook, 12, 1-29.

What are the psycholinguistic and sociolinguistic factors that

contribute to the acquisition and maintenance of heritage
languages?

Basham, C., & Fathman, A.,

(2008). The latent Speaker:
Attaining Adult Fluency in an
Endangered language.
International journal of bilingual
education and bilingualism, 11(5),
pp. 577-597.

What effect does hearing the language as a child have on language

learning as an adult?
What factors contribute to successful language learning by latent
speakers?

Language
Second Language Acquisition
Heritage Language
Community Language
Spanish
Critical Pedagogy
Second Language Acquisition
Heritage Language
Community Language
Spanish
Critical Pedagogy
Language

Cristina Velazquez
EDUC-790 Dr. Arlin
15 Articles Schulman
Second Language Acquisition
Heritage Language
Community Language
Spanish
Critical Pedagogy
Language

Farruggio P., (2010) Latino

Immigrant Parents Views of
Bilingual Education as a Vehicle
for Heritage Preservation. Journal
of Latinos and Education, pp. 321.

Is parents status as settler immigrants in a city and a school district

with a growing Latino population and their experiences with
bilingual education influence their thinking about heritage?
Did the evidence from their interviews suggest that the following
factors influenced parents thinking about heritage preservation?

Valds , G. (2001). Heritage

Language Students:
Profiles and Possibilities. InJ. K.
Peyton, D. A. Ranard, & S.
McGinnis (Eds.),
Heritagelanguages in America:
Preserving a national resource pp.
37-77.

What levels of linguistic development correlate with students

desire to maintain Spanish?
What kinds of interactions with other Spanish speakers at
school promote an increased interest among students in
continuing to participate in such interactions?
What can teachers read to promote their understanding
of students linguistic circumstances and a concomitant
awareness of the efforts involved in maintaining language?
Which classroom activities contribute to students positive
attitudes about Spanish for themselves, for their educational
institutions, and for their communities?

Second Language Acquisition

Heritage Language
Community Language
Spanish
Critical Pedagogy
Language

Anderson, Jim and Chung, YuChiao . 2011. Finding a voice: arts

based creativity in the community
languages classroom.
International Journal of Bilingual
Education and Bilingualism, 14(5),
pp. 551-569.

(1)What contributions can arts-based creative work make to the

learning and teaching of community in mainstream and
complementary school contexts? More specifically can such work
help to meet the intellectual and emotional needs of children from
bilingual/bicultural backgrounds?
(2) What are the implications or pedagogy, i.e. what opportunities
are opened up, what conditions are required for learner creativity to
develop?
(1) What are the relations between immediate social interactions
and larger social structures?
(2) How do students negotiate and evaluate student participation?

Creativity
Arts
Community languages
Inclusion
Pedagogy
Professional Development

Anderson, K. (2010) Applying

positioning theory to the analysis
of classroom interactions:
Mediating micro-identities, macrokinds, and ideologies of knowing.

Positioning Theory
Positioning
Classroom interactions
Identity
Ideologies

Cristina Velazquez
EDUC-790 Dr. Arlin
15 Articles Schulman
Linguistics and Education, 20(4),
pp.291-310
Relano-Pastor, A. Crossing
Language and Identity as a Critical
Border Ethnographer in Southern
California. Journal of Language,
Identity, and Education, 10(3)
pp.186205.
Leeman, J., Rabin, L., RomanMendoza, E., (2011). Identity and
Activism in Heritage
Language Education. The Modern
Language Journal, 95(9) pp. 176185.
Carreira, M. (2013). The
vitality of Spanish in the
United States. The Heritage
Language Journal, 10(3),
pp. 103-119.

This article centers the discussion on three main aspects of

methodological reflexivity that were most relevant to me during my
postdoctoral fieldwork: (a) the politics of Spanish editing at LCM;
(b) the interview as a site of empowerment; and (c) the narrative
activity as a mutually
transformative social practice between researchers and participants.
The beginning of this article argued that the long history of Spanish
HL research and teaching, which since its birth in the civil rights
era has been indivisible from questions of identity, predates the
recent sociocultural turn in applied linguistics and SLA.
(1) Can critical service-learning based on community collaboration
and social activism provided an additional way to help students
tackle questions of power, enfranchisement, and identity that
directly impacted their sense of agency and their lives?
Heritage language programs can address deficiencies associated
with Spanish within the COD paradigm by (1) expanding the
availability of instructional options, particularly those for learners at
the two ends of the proficiency scale, as well as courses for Spanish
in the professions; (2) fostering linguistic resilience as a way to
empower Latino youth to use Spanish in public and resist criticism;
(3) nurturing learners bilingual and bicultural identity through a
curriculum that responds to their affective, social, and
developmental needs; and (4) orienting instruction toward
addressing the needs of U.S. Latinos and responding to the realities
surrounding the use of Spanish in this country.

critical ethnography
reflexivity
language
identity
border-crossing
Mexican
immigration
language
identity
HL education
Heritage Language

Second Language Acquisition

Heritage Language
Community Language
Spanish
Critical Pedagogy
Language