Representing Spanishes: Language Diversity in Children’s Literature

Botelho, Maria José; Marion, Robin

doi:10.1080/15348431.2020.1763353

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…Learning language is more flexible to incorporate numerous values. Languages or texts can be deconstructed and constructed in which the children or learners learn about cultural identities (Botelho & Marion, 2020). Gender equality values were imbedded in the teaching and learning process to enhance the learners' awareness and to promote gender equality.…”

Section: Picture 2: Pictures the Results Of The Activity Documentationmentioning

confidence: 99%

Women and Children Empowerment through Learning English: Collaborating with Jage Kestare Foundation

Dewi

Yuliatin²,

Ibrahim

et al. 2021

Mit.Mah:J.P.M

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English as a lingua Franca has special attention for people or children to learn the skill including for children and young people in Ungga village. It is because the language is one of the tools to communicate with other people such as for education, business, tourism, politics, and other sectors. Ungga has a good potency to be developed in promoting the village to be one of the tourism places in central Lombok because it is near to the Mandalika spots. Consequently, human resources are needed to be prepared related to the knowledge and the skills. One of the ways to achieve the goals is providing English training either for young people or for children. Teaching English has numerous challenges. However, designing collaborative learning with some games would encourage them in learning. Children enjoy playing games both online or offline with peers or friends so that collaborative learning by designing a fun concept is one of the effective ways to teach and learn English. Several games were provided such as guess voices, mix, and match, and Find Friends. Besides, partnership among universities, village officers, and communities is crucial to maintaining sustainability so that the university collaborated with one of the communities in the village “Jage Kestare Foundation” to conduct the activity. Teaching English learning goal is not only for learning English but also incorporating gender equality values in the teaching and learning process through materials and activities. The results of the community service activity are that the learners become more active in learning English and more aware of gender equality values. It is expected that by empowering the women and children in the village through learning English by incorporating gender values, it will be able to empower the communities particularly for women and children, and to gain revenue-generating.

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Section: Picture 2: Pictures the Results Of The Activity Documentationmentioning

confidence: 99%

Women and Children Empowerment through Learning English: Collaborating with Jage Kestare Foundation

Dewi

Yuliatin²,

Ibrahim

et al. 2021

Mit.Mah:J.P.M

View full text Add to dashboard Cite

show abstract

“…Texts have power to change people's perspectives and attitude. Botelho & Marion (2020b) language and ideology cannot be separated each other from discourse; discourse is constituted from how language is used to establish social relationship and identities. The learners also state that while learning English, they can learn of social issues so that social matters can be understood by the pupils that it is expected to raise their awareness to make an application that can solve social problems.…”

Section: Discussionmentioning

confidence: 99%

Imbedding Gender Issues in English Materials for University Students

Dewi,

Muhid,

Hastuti

2023

humanitatis

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Gender inequality becomes one of the most challenging issues all over the world because it is one of Sustainable Development Goals (SDGs) targets and Education for All (EFA) goals to reduce gender inequality in society. Education has a pivotal role in reducing and solving social problems because education through the teaching and learning process and the materials available could shape students’ minds and perspectives. Consequently, selecting good values and vibes in the materials are needed. Most textbooks are concerned with skills and cutting-edge technology issues. One of the illustrations is English textbooks for computer science that focus on how to be a good programmer and game developer but the materials neglect the social values, contexts, and function. The aim of this study is to develop English materials gender-based content for Computer science students as well as to promote gender equality to students. The method of this study is Research and Development (R&D) proposed by Gall, Gall, & Borg. The instruments are classified into two aspects namely questionnaire and interview. It is expected that the materials developed could reduce gender inequality in the academic environment because, through textbooks or materials, teachers are able to change the students’ perspectives and behaviors. The research results show that the students believe that the materials based on gender content can encourage them to learn English and they are enthusiastic to learn the subject.

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“…The students' engagement with different materialities such as people, places, and artifacts (Toohey, 2018) allowed them to view history from multiple perspectives and deepen their learning. Using multilingual books/translations of books and materials whenever possible, for example, can engage students in the active discussion (Botelho & Marion, 2023). In this study, we focus on how the field trip supports student writing.…”

Section: Figure 1 Local History Curriculum Unit-timelinementioning

confidence: 99%

Multilingual Learning Inside/Outside the Classroom: Insights from Intra‐Active Events

Liaw,

Botelho,

Lau

2023

The Reading Teacher

Self Cite

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As K‐5 dual language programs gain popularity in the United States, language teaching, however, often still prioritizes discrete and decontextualized learning that is not built on students’ interests and experiences or their multilingual and multimodal resources. This article reports on a classroom‐based ethnographic case study and illustrates how emergent bilinguals in a fifth grade dual language class engaged in a variety of multimodal experiences to understand local history through their first and second languages, community‐based inquiries, and writing. Drawing on translanguaging and new materialist understandings of language and literacy, the authors describe intra‐active events generated through museum activities and discussions in English and Chinese that allowed students to assemble whole‐body experiences and discussions in their journal writing about a day in the 18th century. The study shows how translanguaging can foster students’ engagement in learning as assemblages of their multilingual, multimodal, and multisensory experiences and support their writing processes and products, not only in a second language, but all language and literacy classrooms.

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Representing Spanishes: Language Diversity in Children’s Literature

Cited by 4 publications

References 24 publications

Women and Children Empowerment through Learning English: Collaborating with Jage Kestare Foundation

Women and Children Empowerment through Learning English: Collaborating with Jage Kestare Foundation

Imbedding Gender Issues in English Materials for University Students

Multilingual Learning Inside/Outside the Classroom: Insights from Intra‐Active Events

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