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Emergent bilinguals in YPAR: agency, engagement, translanguaging and relationships

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TitleInfo
Title
Emergent bilinguals in YPAR: agency, engagement, translanguaging and relationships
Name (type = personal)
NamePart (type = family)
Arredondo
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Laura M.
NamePart (type = date)
1963-
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Laura M. Arredondo
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author
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Rubin
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Beth C
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Beth C Rubin
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Advisory Committee
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RoleTerm (authority = RULIB)
chair
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NamePart (type = family)
Mirra
NamePart (type = given)
Nicole
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Nicole Mirra
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Advisory Committee
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internal member
Name (type = personal)
NamePart (type = family)
Mangual Figueroa
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Ariana
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Ariana Mangual Figueroa
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Advisory Committee
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outside member
Name (type = personal)
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Negrin
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JoAnne
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JoAnne Negrin
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Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
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Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
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RoleTerm (authority = RULIB)
school
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Text
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theses
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DateCreated (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2020
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2020-05
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2020
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
This phenomenological case study of emergent bilingual Latinx students in a suburban public high school district examined engagement and language use in a Youth Participatory Action Research curricular unit. This contrasts with more typical remediated learning experiences, which often result in disengagement, failure and dropout (Callahan, 2013; Menken, 2008; Scown, 2018).

YPAR is an effective approach for increasing engagement through the validation of student knowledge, the inclusion of authentic learning, and the promotion of student agency (Cammarota and Fine, 2008; Mirra, Garcia and Morrell, 2016; Ozer & Wright, 2012). Translanguaging promotes student voice by validating student linguistic knowledge and providing a space where students are permitted to use their complete linguistic repertoires (Canagarajah, 2015; Garcia, 2017). For emergent bilingual Latinx students, traditional classrooms limit linguistic agency of students by prescribing the use of English and discouraging the use of Spanish, thus denying student voice and agency. This study sought to explore student experiences in a YPAR context where students had access to their complete linguistic repertoires.

Research findings indicated that student choice of topic promoted engagement. While students took more active roles than in other settings, agency fluctuated from students to adults in YPAR program activities. YPAR created an environment of linguistic agency, and students engaged in translanguaging primarily to negotiate meaning. Students also experienced increased interactions with teachers and peers, resulting in an enhanced sense of belonging to the school community. While the majority of students demonstrated high engagement and experienced academic success, during the yearlong program several students experienced failure and dropout, due to challenges including poverty, trauma and family separation.

Implications for school districts include the importance of providing programs of inquiry and agency for youth that validate prior experiences and knowledge. Additional implications point to the need for language policies that permit the use of home languages in school settings, as well as the detrimental effects of high-stakes accountability guidelines in providing high-quality educational experiences for students of color.
Subject (authority = LCSH)
Topic
Hispanic American high school students
Subject (authority = RUETD)
Topic
Educational Leadership
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD_10658
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application/pdf
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text/xml
Extent
1 online resource (x, 214 pages) : illustrations
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
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Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-mct2-q232
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Arredondo
GivenName
Laura
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2020-03-27 19:41:19
AssociatedEntity
Name
Laura Arredondo
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2020-03-30T21:28:35
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2020-03-30T21:28:35
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