ingest cdrApp 2018-06-13T16:48:29.534Z 51cd2fe2-3fd7-401f-a923-a97bc3db68a2 modifyDatastreamByValue RELS-EXT fedoraAdmin 2018-06-13T17:15:13.107Z Setting exclusive relation addDatastream MD_TECHNICAL fedoraAdmin 2018-06-13T17:15:24.529Z Adding technical metadata derived by FITS addDatastream MD_FULL_TEXT fedoraAdmin 2018-06-13T17:15:48.144Z Adding full text metadata extracted by Apache Tika modifyDatastreamByValue RELS-EXT fedoraAdmin 2018-06-13T17:15:59.820Z Setting exclusive relation modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-07-11T20:18:24.659Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-08-22T13:53:52.360Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-09-28T16:26:21.380Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2018-10-12T15:38:37.475Z modifyDatastreamByValue MD_DESCRIPTIVE cdrApp 2019-03-22T18:54:06.200Z Alexandra Reyes Author School of Education Un Retrato de Comunidad: A Portrait of a Community-Based Spanish Heritage Language Program in the New Latinx South Over the past 30 years, the United States has experienced rapid Latinization. At the same time, bilingual education rights that often benefited Latinx students in schools have been rolled back. These two concurrent phenomena have only served to widen the opportunity gap between Latinx students and their White peers. To complicate matters, many Latinxs are settling in new arrival areas (such as the Midwest and the Southeast), which do not have a long-standing history of Latinx residents. The newly emerging and rapidly growing Latinx populations in the New Latinx Diaspora are presenting new challenges for both Latinx individuals and local institutions (Darder & Torres, 2015; Irizarry, 2011; Wortham et al., 2002). Across the nation, teachers are underprepared to work with culturally and linguistically diverse students, but this is more pronounced in new arrival areas (Cadiero-Kaplan & Rodríguez, 2008; Face the Facts USA, 2013; García, 2009; García & Kleifgen, 2010; Orosco, 2010). This research study employed portraiture methodology to investigate how a non-profit, community-based Spanish heritage language program (SALT) operates in the New Latinx South. This study also sought to discover how Latinx families leverage their Community Cultural Wealth to provide extracurricular supports for students. Portraits of the SALT community and its members were created and analyzed, in conjunction with other data, to illuminate how families and supporters experience the program. This study revealed that SALT community members see the Spanish heritage language program as (a) a means to increase linguistic capital, thereby granting access to other forms of Community Cultural Wealth, and (b) a physical space of community for its participants. This study, using Critical Race Theory (CRT) of education (Ladson-Billings & Tate, 1995; Solórzano & Yosso, 2001; Yosso, Villalpando, Delgado Bernal, & Solórzano, 2001) and Latino Critical Race Theory (LatCrit) (Delgado Bernal, 2002; Solórzano & Delgado Bernal, 2001) lenses, brings into focus the ways that neoliberal language ideologies inform elements of the program's functioning and perceived value, reinforcing hegemonic linguistic practices. Findings from this research study may have implications for the implementation and development of similar programs, including the incorporation of critical pedagogies to transform the program into a radical third space (Bhabha, 1994; Fitts, 2009; Hinman & He, 2017; Moje et al., 2004). This research will contribute to the body of literature about Latinx education (particularly in the New Latinx South), bilingualism, Spanish heritage language development, and community-based programs targeted to Latinx students and families. Spring 2018 2018 Education Bilingualism, Community programs, Latina/o education, Latinx education, Portraiture, Spanish Heritage Language eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution Education Juan Carrillo Thesis advisor Juan Carrillo Thesis advisor Claudia Cervantes-Soon Thesis advisor Harriet Able Thesis advisor James Trier Thesis advisor Sherick Hughes Thesis advisor text Alexandra Reyes Author School of Education Un Retrato de Comunidad: A Portrait of a Community-Based Spanish Heritage Language Program in the New Latinx South Over the past 30 years, the United States has experienced rapid Latinization. At the same time, bilingual education rights that often benefited Latinx students in schools have been rolled back. These two concurrent phenomena have only served to widen the opportunity gap between Latinx students and their White peers. To complicate matters, many Latinxs are settling in new arrival areas (such as the Midwest and the Southeast), which do not have a long-standing history of Latinx residents. The newly emerging and rapidly growing Latinx populations in the New Latinx Diaspora are presenting new challenges for both Latinx individuals and local institutions (Darder & Torres, 2015; Irizarry, 2011; Wortham et al., 2002). Across the nation, teachers are underprepared to work with culturally and linguistically diverse students, but this is more pronounced in new arrival areas (Cadiero-Kaplan & Rodríguez, 2008; Face the Facts USA, 2013; García, 2009; García & Kleifgen, 2010; Orosco, 2010). This research study employed portraiture methodology to investigate how a non-profit, community-based Spanish heritage language program (SALT) operates in the New Latinx South. This study also sought to discover how Latinx families leverage their Community Cultural Wealth to provide extracurricular supports for students. Portraits of the SALT community and its members were created and analyzed, in conjunction with other data, to illuminate how families and supporters experience the program. This study revealed that SALT community members see the Spanish heritage language program as (a) a means to increase linguistic capital, thereby granting access to other forms of Community Cultural Wealth, and (b) a physical space of community for its participants. This study, using Critical Race Theory (CRT) of education (Ladson-Billings & Tate, 1995; Solórzano & Yosso, 2001; Yosso, Villalpando, Delgado Bernal, & Solórzano, 2001) and Latino Critical Race Theory (LatCrit) (Delgado Bernal, 2002; Solórzano & Delgado Bernal, 2001) lenses, brings into focus the ways that neoliberal language ideologies inform elements of the program's functioning and perceived value, reinforcing hegemonic linguistic practices. Findings from this research study may have implications for the implementation and development of similar programs, including the incorporation of critical pedagogies to transform the program into a radical third space (Bhabha, 1994; Fitts, 2009; Hinman & He, 2017; Moje et al., 2004). This research will contribute to the body of literature about Latinx education (particularly in the New Latinx South), bilingualism, Spanish heritage language development, and community-based programs targeted to Latinx students and families. Spring 2018 2018 Education Bilingualism, Community programs, Latina/o education, Latinx education, Portraiture, Spanish Heritage Language eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution Education Juan Carrillo Thesis advisor Juan Carrillo Thesis advisor Claudia Cervantes-Soon Thesis advisor Harriet Able Thesis advisor James Trier Thesis advisor Sherick Hughes Thesis advisor text Alexandra Reyes Author School of Education Un Retrato de Comunidad: A Portrait of a Community-Based Spanish Heritage Language Program in the New Latinx South Over the past 30 years, the United States has experienced rapid Latinization. At the same time, bilingual education rights that often benefited Latinx students in schools have been rolled back. These two concurrent phenomena have only served to widen the opportunity gap between Latinx students and their White peers. To complicate matters, many Latinxs are settling in new arrival areas (such as the Midwest and the Southeast), which do not have a long-standing history of Latinx residents. The newly emerging and rapidly growing Latinx populations in the New Latinx Diaspora are presenting new challenges for both Latinx individuals and local institutions (Darder & Torres, 2015; Irizarry, 2011; Wortham et al., 2002). Across the nation, teachers are underprepared to work with culturally and linguistically diverse students, but this is more pronounced in new arrival areas (Cadiero-Kaplan & Rodríguez, 2008; Face the Facts USA, 2013; García, 2009; García & Kleifgen, 2010; Orosco, 2010). This research study employed portraiture methodology to investigate how a non-profit, community-based Spanish heritage language program (SALT) operates in the New Latinx South. This study also sought to discover how Latinx families leverage their Community Cultural Wealth to provide extracurricular supports for students. Portraits of the SALT community and its members were created and analyzed, in conjunction with other data, to illuminate how families and supporters experience the program. This study revealed that SALT community members see the Spanish heritage language program as (a) a means to increase linguistic capital, thereby granting access to other forms of Community Cultural Wealth, and (b) a physical space of community for its participants. This study, using Critical Race Theory (CRT) of education (Ladson-Billings & Tate, 1995; Solórzano & Yosso, 2001; Yosso, Villalpando, Delgado Bernal, & Solórzano, 2001) and Latino Critical Race Theory (LatCrit) (Delgado Bernal, 2002; Solórzano & Delgado Bernal, 2001) lenses, brings into focus the ways that neoliberal language ideologies inform elements of the program's functioning and perceived value, reinforcing hegemonic linguistic practices. Findings from this research study may have implications for the implementation and development of similar programs, including the incorporation of critical pedagogies to transform the program into a radical third space (Bhabha, 1994; Fitts, 2009; Hinman & He, 2017; Moje et al., 2004). This research will contribute to the body of literature about Latinx education (particularly in the New Latinx South), bilingualism, Spanish heritage language development, and community-based programs targeted to Latinx students and families. Spring 2018 2018 Education Bilingualism, Community programs, Latina/o education, Latinx education, Portraiture, Spanish Heritage Language eng Doctor of Philosophy Dissertation Education Juan Carrillo Thesis advisor Juan Carrillo Thesis advisor Claudia Cervantes-Soon Thesis advisor Harriet Able Thesis advisor James Trier Thesis advisor Sherick Hughes Thesis advisor text University of North Carolina at Chapel Hill Degree granting institution Alexandra Reyes Creator School of Education Un Retrato de Comunidad: A Portrait of a Community-Based Spanish Heritage Language Program in the New Latinx South Over the past 30 years, the United States has experienced rapid Latinization. At the same time, bilingual education rights that often benefited Latinx students in schools have been rolled back. These two concurrent phenomena have only served to widen the opportunity gap between Latinx students and their White peers. To complicate matters, many Latinxs are settling in new arrival areas (such as the Midwest and the Southeast), which do not have a long-standing history of Latinx residents. The newly emerging and rapidly growing Latinx populations in the New Latinx Diaspora are presenting new challenges for both Latinx individuals and local institutions (Darder & Torres, 2015; Irizarry, 2011; Wortham et al., 2002). Across the nation, teachers are underprepared to work with culturally and linguistically diverse students, but this is more pronounced in new arrival areas (Cadiero-Kaplan & Rodríguez, 2008; Face the Facts USA, 2013; García, 2009; García & Kleifgen, 2010; Orosco, 2010). This research study employed portraiture methodology to investigate how a non-profit, community-based Spanish heritage language program (SALT) operates in the New Latinx South. This study also sought to discover how Latinx families leverage their Community Cultural Wealth to provide extracurricular supports for students. Portraits of the SALT community and its members were created and analyzed, in conjunction with other data, to illuminate how families and supporters experience the program. This study revealed that SALT community members see the Spanish heritage language program as (a) a means to increase linguistic capital, thereby granting access to other forms of Community Cultural Wealth, and (b) a physical space of community for its participants. This study, using Critical Race Theory (CRT) of education (Ladson-Billings & Tate, 1995; Solórzano & Yosso, 2001; Yosso, Villalpando, Delgado Bernal, & Solórzano, 2001) and Latino Critical Race Theory (LatCrit) (Delgado Bernal, 2002; Solórzano & Delgado Bernal, 2001) lenses, brings into focus the ways that neoliberal language ideologies inform elements of the program's functioning and perceived value, reinforcing hegemonic linguistic practices. Findings from this research study may have implications for the implementation and development of similar programs, including the incorporation of critical pedagogies to transform the program into a radical third space (Bhabha, 1994; Fitts, 2009; Hinman & He, 2017; Moje et al., 2004). This research will contribute to the body of literature about Latinx education (particularly in the New Latinx South), bilingualism, Spanish heritage language development, and community-based programs targeted to Latinx students and families. Education Bilingualism; Community programs; Latina/o education; Latinx education; Portraiture; Spanish Heritage Language eng Doctor of Philosophy Dissertation Education Juan Carrillo Thesis advisor Juan Carrillo Thesis advisor Claudia Cervantes-Soon Thesis advisor Harriet Able Thesis advisor James Trier Thesis advisor Sherick Hughes Thesis advisor text University of North Carolina at Chapel Hill Degree granting institution 2018 2018-05 Alexandra Reyes Author School of Education Un Retrato de Comunidad: A Portrait of a Community-Based Spanish Heritage Language Program in the New Latinx South Over the past 30 years, the United States has experienced rapid Latinization. At the same time, bilingual education rights that often benefited Latinx students in schools have been rolled back. These two concurrent phenomena have only served to widen the opportunity gap between Latinx students and their White peers. To complicate matters, many Latinxs are settling in new arrival areas (such as the Midwest and the Southeast), which do not have a long-standing history of Latinx residents. The newly emerging and rapidly growing Latinx populations in the New Latinx Diaspora are presenting new challenges for both Latinx individuals and local institutions (Darder & Torres, 2015; Irizarry, 2011; Wortham et al., 2002). Across the nation, teachers are underprepared to work with culturally and linguistically diverse students, but this is more pronounced in new arrival areas (Cadiero-Kaplan & Rodríguez, 2008; Face the Facts USA, 2013; García, 2009; García & Kleifgen, 2010; Orosco, 2010). This research study employed portraiture methodology to investigate how a non-profit, community-based Spanish heritage language program (SALT) operates in the New Latinx South. This study also sought to discover how Latinx families leverage their Community Cultural Wealth to provide extracurricular supports for students. Portraits of the SALT community and its members were created and analyzed, in conjunction with other data, to illuminate how families and supporters experience the program. This study revealed that SALT community members see the Spanish heritage language program as (a) a means to increase linguistic capital, thereby granting access to other forms of Community Cultural Wealth, and (b) a physical space of community for its participants. This study, using Critical Race Theory (CRT) of education (Ladson-Billings & Tate, 1995; Solórzano & Yosso, 2001; Yosso, Villalpando, Delgado Bernal, & Solórzano, 2001) and Latino Critical Race Theory (LatCrit) (Delgado Bernal, 2002; Solórzano & Delgado Bernal, 2001) lenses, brings into focus the ways that neoliberal language ideologies inform elements of the program's functioning and perceived value, reinforcing hegemonic linguistic practices. Findings from this research study may have implications for the implementation and development of similar programs, including the incorporation of critical pedagogies to transform the program into a radical third space (Bhabha, 1994; Fitts, 2009; Hinman & He, 2017; Moje et al., 2004). This research will contribute to the body of literature about Latinx education (particularly in the New Latinx South), bilingualism, Spanish heritage language development, and community-based programs targeted to Latinx students and families. Spring 2018 2018 Education Bilingualism, Community programs, Latina/o education, Latinx education, Portraiture, Spanish Heritage Language eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution Education Juan Carrillo Thesis advisor Juan Carrillo Thesis advisor Claudia Cervantes-Soon Thesis advisor Harriet Able Thesis advisor James Trier Thesis advisor Sherick Hughes Thesis advisor text Alexandra Reyes Creator School of Education Un Retrato de Comunidad: A Portrait of a Community-Based Spanish Heritage Language Program in the New Latinx South Over the past 30 years, the United States has experienced rapid Latinization. At the same time, bilingual education rights that often benefited Latinx students in schools have been rolled back. These two concurrent phenomena have only served to widen the opportunity gap between Latinx students and their White peers. To complicate matters, many Latinxs are settling in new arrival areas (such as the Midwest and the Southeast), which do not have a long-standing history of Latinx residents. The newly emerging and rapidly growing Latinx populations in the New Latinx Diaspora are presenting new challenges for both Latinx individuals and local institutions (Darder & Torres, 2015; Irizarry, 2011; Wortham et al., 2002). Across the nation, teachers are underprepared to work with culturally and linguistically diverse students, but this is more pronounced in new arrival areas (Cadiero-Kaplan & Rodríguez, 2008; Face the Facts USA, 2013; García, 2009; García & Kleifgen, 2010; Orosco, 2010). This research study employed portraiture methodology to investigate how a non-profit, community-based Spanish heritage language program (SALT) operates in the New Latinx South. This study also sought to discover how Latinx families leverage their Community Cultural Wealth to provide extracurricular supports for students. Portraits of the SALT community and its members were created and analyzed, in conjunction with other data, to illuminate how families and supporters experience the program. This study revealed that SALT community members see the Spanish heritage language program as (a) a means to increase linguistic capital, thereby granting access to other forms of Community Cultural Wealth, and (b) a physical space of community for its participants. This study, using Critical Race Theory (CRT) of education (Ladson-Billings & Tate, 1995; Solórzano & Yosso, 2001; Yosso, Villalpando, Delgado Bernal, & Solórzano, 2001) and Latino Critical Race Theory (LatCrit) (Delgado Bernal, 2002; Solórzano & Delgado Bernal, 2001) lenses, brings into focus the ways that neoliberal language ideologies inform elements of the program's functioning and perceived value, reinforcing hegemonic linguistic practices. Findings from this research study may have implications for the implementation and development of similar programs, including the incorporation of critical pedagogies to transform the program into a radical third space (Bhabha, 1994; Fitts, 2009; Hinman & He, 2017; Moje et al., 2004). This research will contribute to the body of literature about Latinx education (particularly in the New Latinx South), bilingualism, Spanish heritage language development, and community-based programs targeted to Latinx students and families. 2018-05 2018 Education Bilingualism; Community programs; Latina/o education; Latinx education; Portraiture; Spanish Heritage Language eng Doctor of Philosophy Dissertation University of North Carolina at Chapel Hill Graduate School Degree granting institution Juan Carrillo Thesis advisor Juan Carrillo Thesis advisor Claudia Cervantes-Soon Thesis advisor Harriet Able Thesis advisor James Trier Thesis advisor Sherick Hughes Thesis advisor text Reyes_unc_0153D_17836.pdf uuid:131241b4-77ec-4394-bc55-0bb2afdf8383 2020-06-13T00:00:00 2018-04-13T18:23:00Z proquest application/pdf 1440289