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Learning from the Literacy Practices of Guatemalan Educators at Colegio Bilingüe Pirámide: Empowering Learners to Question Their World.

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Title: Learning from the Literacy Practices of Guatemalan Educators at Colegio Bilingüe Pirámide: Empowering Learners to Question Their World.
Authors: Daniel, Mayra C.1, Burgin, Ximena D.2
Source: Illinois Reading Council Journal. Winter2019, Vol. 48 Issue 1, p3-16. 14p.
Subject Terms: *Literacy, *Educators, *Zone of proximal development, *Language teachers, *Community-school relationships, Social institutions
Abstract: 3 https://doi.org/10.33600/IRCJ.48.1.2019.3 LeaRnIng fR om the LIteRa Cy PRa CtICes of g uatemaL an e duCatoRs Learning from the Literacy Practices of Guatemalan Educators at Colegio Bilingüe Pirámide: Empowering Learners to Question Their World Mayra C. Daniel Ximena D. Burgin Northern Illinois University DeKalb, Illinois Author's Note: Some 14 years ago, I met Lucrecia Marroquín and visited her school in Mixco, Guatemala. Background of Education at Colegio Bilingüe Pirámide At Colegio Bilingüe Pirámide, a Spanish-English bilingual school, a living and always developing curriculum reflects the history and current life of the students' community and country. Vignette: An Alternative Solution Itinerant school attendance created a crisis situation for Emily, a student with identified learning difficulties who began her schooling at Colegio Bilingüe Pirámide when she was 4 years old. Learning from the Literacy Practices of Guatemalan Educators at Colegio Bilingüe Pirámide: Empowering Learners to Question Their World. [Extracted from the article]
Copyright of Illinois Reading Council Journal is the property of Illinois Reading Council and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Zone+of+proximal+development%22">Zone of proximal development</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Community-school+relationships%22">Community-school relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Social+institutions%22">Social institutions</searchLink>
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  Data: 3 https://doi.org/10.33600/IRCJ.48.1.2019.3 LeaRnIng fR om the LIteRa Cy PRa CtICes of g uatemaL an e duCatoRs Learning from the Literacy Practices of Guatemalan Educators at Colegio Bilingüe Pirámide: Empowering Learners to Question Their World Mayra C. Daniel Ximena D. Burgin Northern Illinois University DeKalb, Illinois Author's Note: Some 14 years ago, I met Lucrecia Marroquín and visited her school in Mixco, Guatemala. Background of Education at Colegio Bilingüe Pirámide At Colegio Bilingüe Pirámide, a Spanish-English bilingual school, a living and always developing curriculum reflects the history and current life of the students' community and country. Vignette: An Alternative Solution Itinerant school attendance created a crisis situation for Emily, a student with identified learning difficulties who began her schooling at Colegio Bilingüe Pirámide when she was 4 years old. Learning from the Literacy Practices of Guatemalan Educators at Colegio Bilingüe Pirámide: Empowering Learners to Question Their World. [Extracted from the article]
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  Data: <i>Copyright of Illinois Reading Council Journal is the property of Illinois Reading Council and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Zone of proximal development
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