A Multivocal Method Modeling Cross-Cultural Research in Multilingual Educational Settings Connected Through a Transborder Migratory Circuit

Jennifer F. Reynolds

doi:10.14516/fde.698

Autores/as

Jennifer F. Reynolds University of South Carolina. United States Autor/a

DOI:

https://doi.org/10.14516/fde.698

Palabras clave:

visual ethnographic methods, bilingual education, ESOL education, language ideologies, translanguaging

Resumen

This article showcases a visual-ethnographic film technique for generating data of use to linguistic anthropological and sociolinguistic studies of educational settings. It also is being used to foster an intercultural dialog between parents, teachers, administrators, and bilingual early childhood educators and specialists positioned in school districts that serve the same population of students at different ends of a transborder migratory circuit. Findings from prior studies using an earlier version of the video-cued multivocal method employed content analysis to reveal key battleground issues characterizing preschool education, namely language of instruction, academics in the curriculum, multiculturalism and parental involvement (Tobin, Arzubiaga & Adair, 2013). Those studies, however, did not connect sending and receiving school districts. Their analytic approach to coding, moreover offered only a limited use of Bakhtinian concepts. Therefore, the article seeks to investigate how the method can be fine-tuned to better foreground, for instance, how forms of «translanguaging» in schools are made manifest in formal and informal ways as well as the language ideological positioning that emerges in respondents’ answers as they make concrete observations when engaging richly contextualized audio-visual cues evident in the video shortcuts.

Referencias

Adair, J., & Tobin, J. (2008). Listening to the voice of immigrant parents. In Genishi, C., & Goodwin, L. (Eds.), Diversities in Early Childhood Education: Rethinking and Doing (pp. 137-150). Routledge/Falmer.

Asch, T., & Asch, P. (2003). Film in ethnographic research. In Hocking, P. (Ed.), Principles of Visual Anthropology 3rd edition (pp. 335-360). New York: Mouton de Gruyter.

Asch, T., Conner, L., & Asch, P. (1983). Jero on Jero: A Balinese trance séance observed. Watertown, MA: Documentary Educational Resources.

Bakhtin, M. M. (1981). The Dialogic Imagination. Austin: University of Texas Press.

Barrett, R. (2016). Mayan language revitalization, hip hop and ethnic identity in Guatemala. Language and Communication, 47, 144-153.

Bellino, M. J. (2015). The risks we are willing to take: Youth civic development in «Postwar» Guatemala. Harvard Educational Review, 85(4), 537-561. doi: doi.org/10.17763/0017-8055.85.4.537

Bellino, M. J. (2017). Youth in Postwar Guatemala: Education and Civic Identity in Transition. New Brunswick: Rutgers University Press.

Brayboy, B. M. J., Gough, H. R., Leonard, B., Roehl II, R. F., & Solyom, J. A. (2012). Reclaiming scholarship: Critical indigenous research methodologies. In Lapan, S. D., Quartaroli, M. T., & Reimer, F. J. (Eds.), Qualitative Research: An Introduction to Methods and Design (pp. 423-450). San Francisco: John Wiley.

Cahnmann, M., & Varghese, M. M. (2005). Critical advocacy and bilingual education in the United States. Linguistics and Education, 16(1), 59-73. doi: 10.1016/j.linged.2005.10.002

Clark, S., & Duggins, A. (2016). Using Quality Feedback to Guide Professional Learning: A Framework for Instructional Leaders. Thousand Oaks: Corwin.

Cojtí Macario, N. (1988). Mapa de los Idiomas de Guatemala y Belice. Guatemala: Piedra Santa.

Cuero, K.K., & Aburumuh, H. (2008). Concurrent translation method. In González, J. M. (Ed.), Encyclopedia of Bilingual Education (pp. 168-171). Thousand Oaks: Sage Publications Inc.

Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In Cummins, J., & Hornberger, N. H. (Eds.), Encyclopedia of Language and Education [2nd Edition] (pp. 65-75). Boston: Springer Science + Business Media.

DICADE / DIGEBI. (2005). Curriculum Nacional Base. Nivel de Educación Preprimaria. Ministerio de Educación de Guatemala.

Donath, L., & Reynolds, J.F. (2013, November). Opening Dialogs for Advocating Mayan Language (and Cultural) Rights in Public Schools of the Southeastern U.S. Paper presented at the 112th Annual Meeting of the American Anthropological Association, Chicago, IL.

England, N. (1983). A Grammar of Mam, A Mayan Language. Austin: University of Texas Press.

Fabian, J. (1983). Time and the Other: How Anthropology Makes Its Object. New York: Columbia University Press.

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171. doi: doi.org/10.17763/0017-8055.85.2.149

Fortune, T.W., & Tedlick, D.J. (2019, February). Translanguaging in immersion and dual language education: Does one size fit all? Paper presented at the 7th International Conference on Immersion and Dual Language Education, Charlotte, NC.

French, B. (2010). Maya Ethnolinguistic Identity: Violence, Cultural Rights, and Modernity in Highland Guatemala. Tucson: University of Arizona Press.

García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: John Wiley & Sons.

García, O., Makar, C., Sarcevic, M., & Terry, A. (2011). The translanguaging of Latino kindergartners. In Potowski, K., & Rothman, J. (Eds.), Bilingual Youth: Spanish in English-speaking Societies (pp. 33-55). John Benjamins Publishing Company.

Hamman, L. (2017). Translanguaging and positioning in two-way dual language classrooms: A case for criticality. Language and Education, 32(1), 21-42. doi: https://doi.org/10.1080/09500782.2017.1384006

Heller, M. (2007). Distributed knowledge, Distributed power: A sociolinguistics of structuration. Text & Talk, 27(5-6), 633-653. doi: doi.org/10.1515/TEXT.2007.029

Jonas, S., & Rodríguez, N. (2014). Guatemala-U.S. Migration: Transforming Regions. Austin: University of Texas Press.

LeBaron, A. (2012). When Latinos are not Latinos: The case of Guatemalan Maya in the United States, the Southeast and Georgia. Latino Studies, 10(1-2), 179-195. doi:10.1057/lst.2012.8

López, J. B., Hernández, C. M. L., Esteban, R. M., & Pereira, L. F. P. (2013). Protocolo No. 0 - La Educación Bilingüe Intercultural en el Sistema Educativa Nacional: Líneas Generales. Ministerio de Educación-Gobierno de Guatemala. Retrieved from http://uvg.edu.gt/educacion/maestros-innovadores/documentos/curriculo/Protocolo_0.pdf

Maxwell, J. (2009). Bilingual bicultural education: Best intentions across a cultural divide. In Little, W. E., & Smith, T. J. (Eds.), Mayas in Postwar Guatemala: Harvest of Violence Revisited (pp. 84-95). Alabama: University of Alabama Press.

McAllister, C., & Nelson, D.M. (2013). Aftermath: Harvests of violence and histories of the future. In. McAllister, C., & Nelson, D.M. (Eds.), War by Other Means: Aftermath in Post-Genocide Guatemala (pp. 1-46). Durham and London: Duke University Press.

McCarty, T.L., & Lee, T.S. (2014). Critical culturally sustaining/revitalizing pedagogy and indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124. doi: doi.org/10.17763/haer.84.1.q83746nl5pj34216

Meek, B.A. (2006). And the Injun goes «How!»: Representations of American Indian English in white public space. Language in Society, 35(1), 93-129. doi: doi-org.pallas2.tcl.sc.edu/10.1017/S0047404506060040

Nelson, D.M. (2015). Who Counts?: The Mathematics of Death and Life After Genocide. Durham: Duke University Press.

Ochs, E., & Schieffelin, B. (1984). Language acquisition and socialization: Three developmental stories. In Schweder, R., & LeVine, R. (Eds.), Culture Theory: Essays on Mind, Self and Emotion (pp. 276-320). Cambridge: Cambridge University Press.

Oglesby, E. (2007a). Educating citizens in postwar Guatemala: Historical memory genocide, and the culture of peace. Radical History Review, 97(winter), 77-98. doi: doi-org.pallas2.tcl.sc.edu/10.1215/01636545-2006-013

Oglesby, E. (2007b). Historical memory and the limits of peace education: Examining Guatemala’s memory of silence and the politics of curriculum design. In Cole, E. A. (Ed.), Teaching the Violent Past: History, Education, and Reconciliation (pp. 133-151). New York: Rowman & Littlefield Publishers, Inc.

Orellana, M. F., & García-Sánchez, I. (Eds.). (in press). Everyday Learning: Leveraging Non-Dominant Youth Language and Culture in Schools. Routledge - Taylor & Francis.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97. doi: doi.org/10.3102/0013189X12441244

Paris, D., & Alim, H.S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100. doi: doi.org/10.17763/haer.84.1.982l873k2ht16m77

Pew Research Center-Hispanic Trends Research. (2013). U.S. Hispanic Population by County, 1980-2011. Retrieved from http://www.pewhispanic.org/2013/08/29/u-s-hispanic-population-by-county-1980-2011/

Poza, L. (2017). Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education, 6(2), 101-128. doi: doi.org/10.5070/B86110060

Reynolds, J.F. (2009). Shaming the shift generation: Intersecting ideologies of family and linguistic revitalization in Guatemala. In Kroskrity, P. V., & Field, M. C. (Eds.), Native American Language Ideologies: Beliefs, Practices, and Struggles in Indian Country (pp. 213-237). Tucson: The University of Arizona Press.

Reynolds, J.F. (2016a). Un Día de Preprimaria en Toj Con Grande, San Martín Sacatepéquez, Quetzaltenango, Guatemala. 1 hour 4 mins.

Reynolds, J. F. (2016b). A Day of 5K at Saluda Primary School, South Carolina, USA. 42 mins.

Reynolds, J.F., & Didier, C. (2013). Contesting diversity and community within Postville, Iowa «Hometown to the World». In Allegro, L., & Wood, A. G. (Eds.), Latin American Migrations to the U.S. Heartland: Changing Social Landscapes in Middle America (pp. 169-197). Urbana, Chicago, and Springfield: University of Illinois Press.

Reynolds, J.F., & Orellana, M.F. (2014). Translanguaging within enactments of quotidian interpreter-mediated interactions. Journal of Linguistic Anthropology, 24(3), 315-338. doi: https://doi.org/10.1111/jola.12057

Rouch, J. (2003). The camera and the man. In Hocking, P. (Ed.), Principles of Visual Anthropology [3rd edition] (pp. 79-98). New York: Mouton de Gruyter.

Rubin, B. C. (2016). We come to form ourselves bit by bit: Educating for citizenship in post-conflict Guatemala. American Educational Research Journal, 53(3), 639-672. doi: doi.org/10.3102/0002831216646871

Spindler, G. (2000). The transmission of American culture. In Spindler, G. (Ed.), Fifty Years of Anthropology and Education 1950-2000: A Spindler Anthology (pp. 75-95). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Tobin, J. J., Hsueh, Y., & Karasawa, M. (2009). Preschool in Three Cultures Revisited: China, Japan, and the United States. Chicago & London: University of Chicago Press.

Tobin, J. J., Wu, D., & Davidson, D. (1989). Preschool in Three Cultures: Japan, China, and the United States. New Have, CT: Yale University Press.

Tobin, J., & Hseuh, Y. (2007). The Poetics and pleasures of video ethnography of education. In Goldman, R. (Ed), Video Research in the Learning Sciences (pp. 77-92). NY: Lawrence Erlbaum Associates.

Tobin, J., Arzubiaga, A.E., & Adair, J.K. (2013). Children Crossing Borders: Immigrant Parent and Teacher Perspectives on Preschool. New York: Russell Sage Foundation.

Trouillot, M.-R. (1991). Anthropology and the savage slot: The poetics and politics of otherness. In Fox, R. G. (Ed.), Recapturing Anthropology: Working in the Present (pp. 17-44). Santa Fe, NM: School of American Research.

Warren, K.B. (1998). Indigenous Movements and Their Critics: Pan-Maya Activism in Guatemala. Princeton, NJ: Princeton University Press.