Bilingual Literacies, Social Identification, and Educational Trajectories.

By L. Bartlett. 2007

113 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d45ba02199a9c7ce216646c8a555e85d3bf7a693

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Christine J. Yeh
2. Cati V. de los Ríos
3. Monique Verhoeven
4. A. He
5. Astrid M. G. Poorthuis
6. Monique Volman

In Language and Linguistics

1. Christine J. Yeh
2. Cati V. de los Ríos
3. Monique Verhoeven
4. A. He
5. Astrid M. G. Poorthuis
6. Monique Volman

In Literature and Literary Theory

1. Cati V. de los Ríos
2. A. He

Citations in the corpus

• Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos (2018, background): “Several scholars studying immigrant and transnational children’s literacies have looked to New Literacy Studies (Bartlett, 2007; Lam, 2004) and critical sociocultural literacy (Ghiso, 2016) because of their expansive understandings of literacy beyond the printed world and as something influenced by ”
• School as a Context for “Othering” Youth and Promoting Cultural Assets (2012, background): “Schools have the potential to support youths’ ethnic identities (Bartlett, 2007; Yeh et al., 2008a) and assist students in making the transition into adulthood by offering important resources and opportunities to grow (Croninger & Lee, 2001; Natriello, 1986; Natriello, McDill, & Pallas, 1990).”
• The Role of School in Adolescents’ Identity Development. A Literature Review (2018, background): “…observations to observe both the actions and activities of teachers and peers (that reflect certain norms and values, while providing insights into often used tools) and adolescents’ demonstrated engagement in school and school subjects as an indication of their identities (e.g., Bartlett, 2007).”
• The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning (2010, background): “Third, what constitutes evidence of learning? Social constructivist research has looked for culturally meaningful practices across settings and situations (Agha & Wortham, 2005; Bartlett, 2007; He, 2006, 2009b; Jeon, 2008; Markee, 2008).”