Translating Childhoods: Immigrant Youth, Language, and Culture

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Looking closely and listening carefully: A sociocultural approach to understanding the complexity of Latina/o/x students’ everyday language (2020, background): “…for drawing on a body of sociocultural scholarship grounded in careful ethnographic study of the everyday language and literacy practices of racialized children and youth (Gutiérrez, Baquedano-López, & Tejeda, 1999; Lee, 2001, 2007; Moll, Amanti, Neff, & González, 1992; Orellana, 2001, 2009).”
Entre Familia: Immigrant Parents' Strategies for Involvement in Children's Schooling (2014, unknown): “122 Beyond types of parent involvement itself, Pomerantz et al. (2007) note that the manner in which parents participate and their reasons for doing so are also influential in children’s schooling.”
Pedagogies from Nepantla: Testimonio, Chicana/Latina Feminisms and Teacher Education Classrooms (2012, background): “Prieto felt honored to translate, as it provided her with an important and valued role in her family (see also Orellana, 2009).”
The Theory of Language Socialization (2011, background): “On the agentive side, these and other immigrant children are themselves language socializers when they act as language and culture brokers for adults in their family and community, mediating encounters in medical, educational, and state institutions (Orellana 2008 ; Zentella 1997 ).”