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Que es nucleo familiar en ingles4/12/2023 ![]() Nuestro estudio se basa en la observación de estudiantes mexicanos de enseñanza secundaria bilingüe, en concreto en la asignatura Bilingual Language Arta en los niveles 10, 11 y 12. View projectĮl objetivo principal de este artículo es poner de manifiesto que la baja motivación y el factor edad genera en los adolescentes actitudes agresivas y comportamientos violentos en los institutos. Thirdly, it aims to determine the effects of these acts, if any, on these professionals’ identity, emotions, perceptions, self-concepts and decision-making concerning their teaching careers. It secondly explores the kind of discrimination acts that professionals have experienced in this field. Firstly, it intends to document that discrimination still exists, despite the ongoing movements and position statements stipulated to eradicate it within the field of TESOL. Suggestion that these discriminatory practices are motivated by not only the status of the language (native versus non-native), but also by a wide range of acts complex in nature.įollowing the above, the purpose of this research project is threefold. Based on our experience as English as a foreign language (EFL) teachers and researchers, I put forward the Research discourse suggests that these discrimination acts still exist in the field, despite the high number of non-native speaking teachers (80%, approximately) (Braine, 2010). The se discrimination acts have been mainly motivated by the distinction between the native and non-native status of professionals. More than three decades ago, research efforts were directed towards evidencing and eradicating the discrimination acts that non-native speaking professionals go through in the field of TESOL. Narrative‐type narrative inquiry gathers events and happenings as its data and uses narrative analytic procedures to produce explanatory stories. Paradigmatic‐type narrative inquiry gathers stories for its data and uses paradigmatic analytic procedures to produce taxonomies and categories out of the common elements across the database. Narrative inquiries divide into two distinct groups based on Bruner's types of cognition. Bruner (1985) designates two types of cognition: paradigmatic, which operates by recognizing elements as members of a category and narrative, which operates by combining elements into an emplotted story. In the context of narrative inquiry, narrative refers to a discourse form in which events and happenings are configured into a temporal unity by means of a plot. The term narrative has been employed by qualitative researchers with a variety of meanings. Narrative inquiry refers to a subset of qualitative research designs in which stories are used to describe human action. Of the other two families, one used a protocol combining some Spanish use in the home with instruction from Spanish-speaking relatives, whereas the family that had moved most fully into the middle class was the least successful in the intergenerational transmission of Spanish, despite a commitment to cultural maintenance. Only two of the families, however, pursued aggressive home maintenance strategies. ![]() Parents in all of the families endorsed Spanish maintenance and spoke of the language as an important aspect of their sense of cultural identity. The differences are emblematic of stances taken in a larger cultural and political debate over the terms of Latino participation in U.S. However, the families were oriented differently to the Spanish language as a vehicle for affirmation of this commonly articulated group identity. All four focal children defined themselves in terms of allegiance to their Mexican or Mexican American cultural heritage. The analysis considers both the patterns of meaning suggested by the use of Spanish and English in the speech and literacy performances of four focal children as well as family and dominant societal ideologies concerning the symbolic importance of the two languages, the way language learning occurs, and the role of schooling-all frameworks in which the children's linguistic behaviors were embedded. This article explores the relationship between language and cultural identity as manifested in the language socialization practices of four Mexican-descent families: two in northern California and two in south Texas.
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