Cathy Amanti, PhD - Academia.edu (original) (raw)
Books by Cathy Amanti, PhD
Choice Award, American Educational Studies Association). Amanti, C. (2016). "What! You don't know... more Choice Award, American Educational Studies Association). Amanti, C. (2016). "What! You don't know English?": Producing, reproducing, and resisting dominant English ideologies in a Mexican high school. In J. Álvarez, C. Amanti, S. Keyl, & E. Mackinney (Eds.), Critical views on teaching and learning English around the globe: Qualitative research approaches (pp. 87-104). Charlotte, NC: Information Age Publishing. Amanti, C. (2016). Concluding commentary. In J. Álvarez, C. Amanti, S. Keyl, & E. Mackinney (Eds.), Critical views on teaching and learning English around the globe: Qualitative research approaches (pp. 211-215). Charlotte, NC: Information Age Publishing.
This volume takes a critical look at teaching and learning English across the globe. Its aim is t... more This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include
- its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning
- its inclusion of the experiences of students and educators in both core and non-core English-speaking countries
- its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas
Book Chapters by Cathy Amanti, PhD
Journal Articles by Cathy Amanti, PhD
Journal of Latinos and Education, 2023
Amanti, C., Domke, L.M., & Larraga Jauregui, L. (2023). “I didn’t even know that was a thing”: Pr... more Amanti, C., Domke, L.M., & Larraga Jauregui, L. (2023). “I didn’t even know that was a thing”: Preparing dual language bilingual education teachers in the New Latinx South. Journal of Latinos and Education, 22(5), 1854-1869. https://doi.org/10.1080/15348431.2022.2057987
Numbers of Dual Language Bilingual Education (DLBE) programs are rapidly growing in the United States, especially in the New Latinx Diaspora in the South. With fast expansion comes a need for DLBE teachers, but there is a lack of programs in this region to prepare teachers with specialized knowledge for DLBE instruction. This phenomenological study examines the efforts of one university to prepare DLBE teachers in the unique context of Georgia, where the establishment and growth of DLBE is a recent development. Interviews with study participants reveal recruitment and preparation challenges, which have implications for teacher preparation and research, both in the New Latinx South and more broadly.
Multilingual Educator, 2021
Multilingual Educator, 2020
Bilingual Research Journal, 2019
The shortage of Dual Language Bilingual Education (DLBE) teachers is uncontested. Yet while we ha... more The shortage of Dual Language Bilingual Education (DLBE) teachers is uncontested.
Yet while we have focused on recruiting and preparing DLBE teachers,
we have neglected exploring how to retain currently practicing DLBE teachers.
This article presents a small-scale study of one aspect of DLBE teachers’ work –
the selection and creation of curriculum materials in languages other than
English. All six of the teachers interviewed for this study lack sufficient materials
in the language in which they teach. To fill the gap, they translate English
resources as well as create original material. None are given additional planning
time and most state their administrators are unaware of the time they spend
developing curriculum materials for their classrooms. Using an “invisible work”
framework originally conceptualized by second-wave feminists, this study highlights
the manner in which DLBE teachers’ bilingualism is perceived to be their
natural way of being and therefore translating becomes an expected part of
their job. It also highlights the importance of taking a critical look at the
additional burdens DLBE teachers have in their work so that we ensure they
do not lead to teacher attrition in a field where the teacher shortage is at crisis
levels.
Multilingua, 2019
Although Dual Language Immersion Education is growing in popularity in the United States, staffin... more Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing on literature from the field of English Language Teaching, this article goes further to suggest that notions of who is the ideal Dual Language teacher, unless carefully considered, may exacerbate the linguistic marginalization of U.S.-born Latinxs, a group whose Spanish-speaking abilities are too often stigmatized.
Globalisation, Societies and Education, 2017
ABSTRACT This article explores the relationship between travelling education policies and a 2008 ... more ABSTRACT This article explores the relationship between travelling education policies and a 2008 Mexican high-school reform from the perspective of Mexican educators. Using an ethnographic approach, consisting of interviews, classroom and community observations, and document analysis, study findings show that the educators participating in this study contest the notion that education policies and practices can be seamlessly transferred from one locale to another. They also suggest that when they are transferred, locally responsive practices may be threatened.
![Research paper thumbnail of Amanti, C. (2014). When school literacy and school discipline practices intersect: Why schools punish student writing. Journal of Language and Literacy Education [Online], 10(1), 14-26.](https://attachments.academia-assets.com/44191583/thumbnails/1.jpg)
](Journal of Language and Literacy Education, 2014
This article is an exposé of the ironic fact that students both learn to write and are punished f... more This article is an exposé of the ironic fact that students both learn to write and are punished for and with writing in schools. It explores and considers what type of student writing may precipitate a discipline event. This consists primarily of unauthorized writing, such as text messages and writing on clothes, bodies, and walls, whose literacy aspects are often invisible when viewed through the lens of predominant normative perspectives on literacy found in schools. A sociocultural approach, on the other hand, makes the literacy aspects of unauthorized student writing visible. The implication is that problematizing our view of what counts as literacy in schools will help counter the unjust practices on which this article focuses.
Practicing Anthropology, 1995
Urban Education, 1995
444 URBAN EDUCATION / JANUARY 1995 novel nor unusual. Teachers may opt to visit the home of a stu... more 444 URBAN EDUCATION / JANUARY 1995 novel nor unusual. Teachers may opt to visit the home of a student to discuss a particular problem, such as a student's disruptive behavior in the classroom, or to pinpoint difficulties with a particu-lar subject matter. The teacher may ...
Educational Practice Report: 6. The National Center for Research on Cultural Diversity and Second Language Learning., 1993
Theory Into Practice, 1992
We form part of a collaborative project between education and anthropology that is studying house... more We form part of a collaborative project between education and anthropology that is studying household and classroom practices within working-class, Mexican communities in Tucson, Arizona. The primary purpose of this work is to develop innovations in teaching that draw ...
Papers by Cathy Amanti, PhD
Anthropology News, 2018
Each year, the Council on Anthropology and Education (CAE), a section of the American Anthropolog... more Each year, the Council on Anthropology and Education (CAE), a section of the American Anthropological Association (AAA), supports early career educational anthropologists through the Concha Delgado-Gaitán Presidential Fellows Program. Concha Delgado Gaitán is an educational anthropologist whose contributions to the eld of Anthropology and Education have been recognized and have earned her many awards, including the George and Louise Spindler Award.
Journal of Latinos and Education, Apr 4, 2022
Numbers of Dual Language Bilingual Education (DLBE) programs are rapidly growing in the United St... more Numbers of Dual Language Bilingual Education (DLBE) programs are rapidly growing in the United States, especially in the New Latinx Diaspora in the South. With fast expansion comes a need for DLBE teachers, but there is a lack of programs in this region to prepare teachers with specialized knowledge for DLBE instruction. This phenomenological study examines the efforts of one university to prepare DLBE teachers in the unique context of Georgia, where the establishment and growth of DLBE is a recent development. Interviews with study participants reveal recruitment and preparation challenges, which have implications for teacher preparation and research, both in the New Latinx South and more broadly.
Routledge, Apr 21, 2006
... Yo tengo mi propio caballo para montarlo. En mi familia mi tata tiene un rancho. (I ride hors... more ... Yo tengo mi propio caballo para montarlo. En mi familia mi tata tiene un rancho. (I ride horses when I go to Mexico. ... It is difficult to summarize in a few words the impact it has had, especially when many others in this volume have done so, so well. ...
Choice Award, American Educational Studies Association). Amanti, C. (2016). "What! You don't know... more Choice Award, American Educational Studies Association). Amanti, C. (2016). "What! You don't know English?": Producing, reproducing, and resisting dominant English ideologies in a Mexican high school. In J. Álvarez, C. Amanti, S. Keyl, & E. Mackinney (Eds.), Critical views on teaching and learning English around the globe: Qualitative research approaches (pp. 87-104). Charlotte, NC: Information Age Publishing. Amanti, C. (2016). Concluding commentary. In J. Álvarez, C. Amanti, S. Keyl, & E. Mackinney (Eds.), Critical views on teaching and learning English around the globe: Qualitative research approaches (pp. 211-215). Charlotte, NC: Information Age Publishing.
This volume takes a critical look at teaching and learning English across the globe. Its aim is t... more This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include
- its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning
- its inclusion of the experiences of students and educators in both core and non-core English-speaking countries
- its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas
Journal of Latinos and Education, 2023
Amanti, C., Domke, L.M., & Larraga Jauregui, L. (2023). “I didn’t even know that was a thing”: Pr... more Amanti, C., Domke, L.M., & Larraga Jauregui, L. (2023). “I didn’t even know that was a thing”: Preparing dual language bilingual education teachers in the New Latinx South. Journal of Latinos and Education, 22(5), 1854-1869. https://doi.org/10.1080/15348431.2022.2057987
Numbers of Dual Language Bilingual Education (DLBE) programs are rapidly growing in the United States, especially in the New Latinx Diaspora in the South. With fast expansion comes a need for DLBE teachers, but there is a lack of programs in this region to prepare teachers with specialized knowledge for DLBE instruction. This phenomenological study examines the efforts of one university to prepare DLBE teachers in the unique context of Georgia, where the establishment and growth of DLBE is a recent development. Interviews with study participants reveal recruitment and preparation challenges, which have implications for teacher preparation and research, both in the New Latinx South and more broadly.
Multilingual Educator, 2021
Multilingual Educator, 2020
Bilingual Research Journal, 2019
The shortage of Dual Language Bilingual Education (DLBE) teachers is uncontested. Yet while we ha... more The shortage of Dual Language Bilingual Education (DLBE) teachers is uncontested.
Yet while we have focused on recruiting and preparing DLBE teachers,
we have neglected exploring how to retain currently practicing DLBE teachers.
This article presents a small-scale study of one aspect of DLBE teachers’ work –
the selection and creation of curriculum materials in languages other than
English. All six of the teachers interviewed for this study lack sufficient materials
in the language in which they teach. To fill the gap, they translate English
resources as well as create original material. None are given additional planning
time and most state their administrators are unaware of the time they spend
developing curriculum materials for their classrooms. Using an “invisible work”
framework originally conceptualized by second-wave feminists, this study highlights
the manner in which DLBE teachers’ bilingualism is perceived to be their
natural way of being and therefore translating becomes an expected part of
their job. It also highlights the importance of taking a critical look at the
additional burdens DLBE teachers have in their work so that we ensure they
do not lead to teacher attrition in a field where the teacher shortage is at crisis
levels.
Multilingua, 2019
Although Dual Language Immersion Education is growing in popularity in the United States, staffin... more Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing on literature from the field of English Language Teaching, this article goes further to suggest that notions of who is the ideal Dual Language teacher, unless carefully considered, may exacerbate the linguistic marginalization of U.S.-born Latinxs, a group whose Spanish-speaking abilities are too often stigmatized.
Globalisation, Societies and Education, 2017
ABSTRACT This article explores the relationship between travelling education policies and a 2008 ... more ABSTRACT This article explores the relationship between travelling education policies and a 2008 Mexican high-school reform from the perspective of Mexican educators. Using an ethnographic approach, consisting of interviews, classroom and community observations, and document analysis, study findings show that the educators participating in this study contest the notion that education policies and practices can be seamlessly transferred from one locale to another. They also suggest that when they are transferred, locally responsive practices may be threatened.
Journal of Language and Literacy Education, 2014
This article is an exposé of the ironic fact that students both learn to write and are punished f... more This article is an exposé of the ironic fact that students both learn to write and are punished for and with writing in schools. It explores and considers what type of student writing may precipitate a discipline event. This consists primarily of unauthorized writing, such as text messages and writing on clothes, bodies, and walls, whose literacy aspects are often invisible when viewed through the lens of predominant normative perspectives on literacy found in schools. A sociocultural approach, on the other hand, makes the literacy aspects of unauthorized student writing visible. The implication is that problematizing our view of what counts as literacy in schools will help counter the unjust practices on which this article focuses.
Practicing Anthropology, 1995
Urban Education, 1995
444 URBAN EDUCATION / JANUARY 1995 novel nor unusual. Teachers may opt to visit the home of a stu... more 444 URBAN EDUCATION / JANUARY 1995 novel nor unusual. Teachers may opt to visit the home of a student to discuss a particular problem, such as a student's disruptive behavior in the classroom, or to pinpoint difficulties with a particu-lar subject matter. The teacher may ...
Educational Practice Report: 6. The National Center for Research on Cultural Diversity and Second Language Learning., 1993
Theory Into Practice, 1992
We form part of a collaborative project between education and anthropology that is studying house... more We form part of a collaborative project between education and anthropology that is studying household and classroom practices within working-class, Mexican communities in Tucson, Arizona. The primary purpose of this work is to develop innovations in teaching that draw ...
Anthropology News, 2018
Each year, the Council on Anthropology and Education (CAE), a section of the American Anthropolog... more Each year, the Council on Anthropology and Education (CAE), a section of the American Anthropological Association (AAA), supports early career educational anthropologists through the Concha Delgado-Gaitán Presidential Fellows Program. Concha Delgado Gaitán is an educational anthropologist whose contributions to the eld of Anthropology and Education have been recognized and have earned her many awards, including the George and Louise Spindler Award.
Journal of Latinos and Education, Apr 4, 2022
Numbers of Dual Language Bilingual Education (DLBE) programs are rapidly growing in the United St... more Numbers of Dual Language Bilingual Education (DLBE) programs are rapidly growing in the United States, especially in the New Latinx Diaspora in the South. With fast expansion comes a need for DLBE teachers, but there is a lack of programs in this region to prepare teachers with specialized knowledge for DLBE instruction. This phenomenological study examines the efforts of one university to prepare DLBE teachers in the unique context of Georgia, where the establishment and growth of DLBE is a recent development. Interviews with study participants reveal recruitment and preparation challenges, which have implications for teacher preparation and research, both in the New Latinx South and more broadly.
Routledge, Apr 21, 2006
... Yo tengo mi propio caballo para montarlo. En mi familia mi tata tiene un rancho. (I ride hors... more ... Yo tengo mi propio caballo para montarlo. En mi familia mi tata tiene un rancho. (I ride horses when I go to Mexico. ... It is difficult to summarize in a few words the impact it has had, especially when many others in this volume have done so, so well. ...
The encounter with persons, one by one, rather than categories and generalities, is still the bes... more The encounter with persons, one by one, rather than categories and generalities, is still the best way to cross lines of strangeness. Mary Catherine Bateson (2000: 81) This quote, which opens Chapter 2 of González et al.’s edited collection targeted at teachers and their educators, captures both the spirit and the promise of this volume on Funds of Knowledge research. Many readers are likely familiar with this research tradition, which invites educators outside the walls of the classroom to encounter the rich and varied cultural resources within their students ’ communities in order to foster educators ’ understanding of these resources as strengths rather than as cultural or cognitive deficits. The authors of these pieces are teachers, teacher educators and researchers, who explore their personal and professional journeys as they, in Bateson’s (2000: 81) words, ‘crossed the lines of strangeness ’ during this multiyear, multisited ethnographic project documenting and theorising thei...
Funds o f Knowledge f or Teaching: Using a Qualitative Approach t o Connect Homes and Classrooms ... more Funds o f Knowledge f or Teaching: Using a Qualitative Approach t o Connect Homes and Classrooms We form part of a collaborative project between education and anthropology that is studying household and classroom practices within working-class, Mexican communities in Tucson, Arizona. The primary purpose of this work is to develop innovations in teaching that draw upon the knowledge and skills found in local households. Our claim is that by capitalizing on household and other community resources, we can organize classroom instruction that far exceeds in quality the rote-like instruction these children commonly encounter in schools (see, e.g., Moll & Greenberg, 1990; see also Moll & Dfaz, 1987). To accomplish this goal, we have developed a research approach that is based on understanding households (and classrooms) qualitatively. We utilize a combination of ethnographic observations, open-ended interviewing strategies, life histories, and case studies that, when combined analytically, can portray accurately the complex functions of households within their socio-historical contexts. Qualitative research offers a range of methodological alternatives that can fathom the array of cultural and intellectual resources available to students and teachers Luis C. Moll is associate professor of education at the University of Arizona; Cathy Amanti is a sixth grade bilingual teacher (on leave) and a doctoral student in anthropology at the University of Arizona; and Deborah Neff and Norma Gonzalez are anthropologists at the Bureau of Applied Research in Anthropology, University of Arizona.
This volume takes a critical look at teaching and learning English across the globe. Its aim is t... more This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include* its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning* its inclusion of the experiences of students and educators in both core and non-core English-speaking countries* its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the AmericasOf particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguis...
Title: Teacher Research on Funds of Knowledge: Learning from Households ... Author: Gonzalez, Nor... more Title: Teacher Research on Funds of Knowledge: Learning from Households ... Author: Gonzalez, Norma, National Center for Research on cultural Diversity and Second Language Learning Moll, Luis C., National Center for Research on Cultural Diversity and Second ...
Anthropology News, 2020
We need to humanize our course policies and practices and eliminate those that marginalize some s... more We need to humanize our course policies and practices and eliminate those that marginalize some students while privileging others.
Anthropology News website, February 16, 2018.
Anthropology News, 58(4), 20
Christian Science Monitor
As neoliberal discourse increasingly redefines education in economic terms, the ability to work i... more As neoliberal discourse increasingly redefines education in economic terms, the ability to work in groups has come to be viewed as an important workplace skill that should be taught in schools. But findings from an ethnographic study of a public high school in Mexico point to the fact that, currently, there are competing perspectives on group work in circulation, not all of which are rooted in neoliberalism, and that an important way to distinguish between different perspectives on group work is to reflect on whether the underlying motives are individualistic or collectivist. Based on an ethnographic study of a public high school in Northern Mexico, this article highlights the manner in which adolescents are active agents in structuring their peer relations in a way that renews traditions of social solidarity.