Enhancing Cultural Wealth: Positioning as a Language Broker across School and Home

References

• Alvarez, S. (2014). Translanguaging tareas: Emergent bilingual youth as language brokers for homework in immigrant families. Language Arts, 91(5), 326–339.
   Google Scholar
• Andreouli, E. (2010). Identity, positioning and self-other relations. Papers on Social Representations, 19(14), 1–13.
   Google Scholar
• Bakhtin, M. M. (1981). The dialogic imagination: Four essays by M.M. Bakhtin. (C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
   Google Scholar
• Black, R. W. (2009). English‐language learners, fan communities, and 21st‐century skills. Journal of Adolescent & Adult Literacy, 52(8), 688–697. doi:10.1598/JAAL.52.8.4
   Web of Science ®Google Scholar
• Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society and culture. London, UK: Sage.
   Google Scholar
• Callahan, R., Wilkinson, L., & Muller, C. (2010). Academic achievement and course taking among language minority youth in US schools: Effects of ESL placement. Educational Evaluation and Policy Analysis, 32, 84–117. doi:10.3102/0162373709359805
   PubMed Web of Science ®Google Scholar
• Coleman, J. (2003, April 2). Bill would ban using children as interpreters. The San Jose Mercury News, pp. 19A.
   Google Scholar
• Dorner, L. M., Orellana, M. F., & Li-Grining, C. P. (2007). “I helped my mom,” and it helped me: Translating the skills of language brokers into improved standardized test scores. American Journal of Education, 113, 451–478. doi:10.1086/512740
   Web of Science ®Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. doi:10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Freedman, S. W., & Ball, A. F. (2004). Ideological becoming: Bakhtinian concepts to guide the study of language, literacy, and learning. In A. F. Ball & S. W. Freedman (Eds.), Bakhtinian perspectives on language, literacy, and learning (pp. 3–33). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Gal, S., & Irvine, J. T. (1995). The boundaries of languages and disciplines: How ideologies construct difference. Social Research, 62, 967–1001.
   Web of Science ®Google Scholar
• Gándara, P. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. Albany: SUNY Press.
   Google Scholar
• Gee, J. P. (2001). Literacy, discourse, and linguistics: Introduction and what is literacy? In E. Cushman, E. R. Kintgen, B. M. Kroll, & M. Rose (Eds.), Literacy: A critical sourcebook (pp. 525–544). Boston, MA: Bedford St. Martin’s.
   Google Scholar
• Harré, R., & Moghaddam, F. M. (2003). Introduction: The self and others in traditional psychology and in positioning theory. In R. Harré & F. M. Moghaddam (Eds.), The self and others: Positioning individuals and groups in personal, political, and cultural contexts (pp. 1–12). Westport, CT: Greenwood Publishing Group.
   Google Scholar
• Lee, C. D. (2006). ‘Every good-bye ain’t gone’: Analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, 19(3), 305–332. doi:10.1080/09518390600696729
   Google Scholar
• Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39, 38–70. doi:10.1598/RRQ.39.1.4
   Web of Science ®Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132–141. doi:10.1080/00405849209543534
   Google Scholar
• Morales, A., & Hanson, W. E. (2005). Language brokering: An integrative review of the literature. Hispanic Journal of Behavioral Sciences, 27, 471–503. doi:10.1177/0739986305281333
   Web of Science ®Google Scholar
• Orellana, M. F. (2009). Translating childhoods: Immigrant youth, language, and culture. Piscataway, NJ: Rutgers University Press.
   Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. doi:10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Skerrett, A., & Bomer, R. (2011). Borderzones in adolescents’ literacy practices: Connecting out-of-school literacies to the reading curriculum. Urban Education, 46, 1256–1279. doi:10.1177/0042085911398920
   Web of Science ®Google Scholar
• Valdes, G. (2003). Expanding definitions of giftedness: The case of young interpreters from immigrant countries. New York, NY: Routledge.
   Google Scholar
• van Langenhove, L., & Harré, R. (1999). Introducing positioning theory. In R. Harre & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Malden, MA: Blackwell.
   Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8, 69–91. doi:10.1080/1361332052000341006
   Google Scholar