Mara R Barbosa | Texas A&M University - Corpus Christi (original) (raw)

Papers by Mara R Barbosa

Issues in Hispanic and Lusophone linguistics, Apr 15, 2020

Revista Brasileira de Lingüística Aplicada, Jun 1, 2020

Language ideologies are the shared frameworks through which groups understand language and speake... more Language ideologies are the shared frameworks through which groups understand language and speakers (GAL; WOOLARD, 2001; WOOLARD, 1998). In educational settings, these ideologies may impact learning as teachers who adhere to ideologies favoring monolingualism may undermine students' identities and bilingual development in favor of assimilation. Using language ideology and Critical Discourse Analysis (CDA) frameworks, this study investigated the presence of different language ideologies in pre-service Spanish teachers' discourse and their positioning in face of these language ideologies. The analysis demonstrated that while pre-service Spanish teachers challenge the ideology of monolingualism and favor bilingualism, they also legitimate the 'one language' ideology that entails that the unity of a nation depends partly on the use of only one language.

IGI Global eBooks, 2022

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their... more Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to distance themselves from their languages and cultures.

for listening to my endless complaints and not running away. Special thanks go to my husband, for... more for listening to my endless complaints and not running away. Special thanks go to my husband, for bringing back the right perspective every time I got lost.

This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult Engl... more This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult English-speaking learners in an instructional setting. In contrast with English, object omission in BP is allowed in most contexts. In other contexts, however, object omission is ungrammatical, as it is in English. Following the assumption of L1 transfer, it was expected that English-speaking learners would

International Journal of Intercultural Relations, 2015

The goal of this investigation was to examine intercultural knowledge development during a short-... more The goal of this investigation was to examine intercultural knowledge development during a short-term study abroad program focused on language and cultural learning. Interviews with students were conducted at the beginning and end of the program, allowing for a qualitative approach to analysis, supported by quantitative measures. While previous investigations have relied on qualitative data, this is the first analysis of intercultural knowledge development based on a qualitative, pre-and post-program design. Intercultural knowledge development was identified considering the change and growth in student knowledge. Results indicated that students experienced a change in the salience of intercultural knowledge themes over the period abroad, focusing on City life and Schedule differences more at the beginning of the program than at the end. Such shift may be indicative of cultural adaptation during the program. Results also demonstrated intercultural knowledge growth over the period abroad, with the greatest growth being related to knowledge themes of Big C (e.g., culture and history), daily life, food and drink, and values and politics. These results led to a distinction between types of knowledge that traditionally have been included in definitions of intercultural knowledge, an analysis of context as it intersects with knowledge development, and a theoretical consideration of the relationship between intercultural knowledge and intercultural communicative competence. Furthermore, practical considerations for cultivating intercultural knowledge during short-term study abroad programs were discussed.

Ecolinguística: Revista brasileira de ecologia e linguagem (ECO-REBEL), Feb 24, 2016

for listening to my endless complaints and not running away. Special thanks go to my husband, for... more for listening to my endless complaints and not running away. Special thanks go to my husband, for bringing back the right perspective every time I got lost.

New Approaches to Language Attitudes in the Hispanic and Lusophone World, 2020

Beyond Language Learning Instruction, 2020

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their... more Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to...

Revista X, 2020

Em “Depois da Pandemia e do Pandemônio: Linguística Aplicada e Antirracismo”, o décimo quarto art... more Em “Depois da Pandemia e do Pandemônio: Linguística Aplicada e Antirracismo”, o décimo quarto artigo deste dossiê, Miriam Jorge (University of Missouri St. Louis) e Mara Barbosa (Texas A&M University-Corpus Christi) nos mostram a necessidade de questionar o aprofundamento das desigualdades sociais e raciais causado pelo governo bolsonarista.

Language Learning in Anglophone Countries, 2021

This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult Engl... more This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult English-speaking learners in an instructional setting. In contrast with English, object omission in BP is allowed in most contexts. In other contexts, however, object omission is ungrammatical, as it is in English. Following the assumption of L1 transfer, it was expected that English-speaking learners would

This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult Engl... more This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult English-speaking learners in an instructional setting. In contrast with English, object omission in BP is allowed in most contexts. In other contexts, however, object omission is ungrammatical, as it is in English. Following the assumption of L1 transfer, it was expected that English-speaking learners would

Revista X

Em “Depois da Pandemia e do Pandemônio: Linguística Aplicada e Antirracismo”, o décimo quarto art... more Em “Depois da Pandemia e do Pandemônio: Linguística Aplicada e Antirracismo”, o décimo quarto artigo deste dossiê, Miriam Jorge (University of Missouri St. Louis) e Mara Barbosa (Texas A&M University-Corpus Christi) nos mostram a necessidade de questionar o aprofundamento das desigualdades sociais e raciais causado pelo governo bolsonarista.

Revista Brasileira de Linguística Aplicada

Language ideologies are the shared frameworks through which groups understand language and speake... more Language ideologies are the shared frameworks through which groups understand language and speakers (GAL; WOOLARD, 2001; WOOLARD, 1998). In educational settings, these ideologies may impact learning as teachers who adhere to ideologies favoring monolingualism may undermine students’ identities and bilingual development in favor of assimilation. Using language ideology and Critical Discourse Analysis (CDA) frameworks, this study investigated the presence of different language ideologies in pre-service Spanish teachers’ discourse and their positioning in face of these language ideologies. The analysis demonstrated that while pre-service Spanish teachers challenge the ideology of monolingualism and favor bilingualism, they also legitimate the ‘one language’ ideology that entails that the unity of a nation depends partly on the use of only one language.

Proceedings of the Intercultural Competence Conference, 2014

This study examined intercultural competence (ICC) growth during short-term study abroad, focusin... more This study examined intercultural competence (ICC) growth during short-term study abroad, focusing on intermediate to advanced level Spanish students who participated in a 6-week program in Madrid, Spain. The program's goals addressed learning about the Spanish language and culture. Results relied on a quantitative survey instrument and qualitative interviews, each conducted at the beginning and end of the program. Following validation of the survey instrument, quantitative results demonstrated ICC growth overall, considering intercultural knowledge, attitude, and skills, with the most significant growth being in knowledge. Knowledge gains were also evident when qualitatively comparing the pre and post-program interviews. Students initially commented on culturally relevant knowledge areas that were part of their personal, daily experiences. In the post-program interviews, growth was reflected in additional knowledge about factual information and experiences not part of daily activities. Additionally, at the end of the program, students expressed enhanced knowledge about personal, daily experiences, indicating growth in the depth of their knowledge. Overall, this study highlights the importance of pre and post-program qualitative data, contributes new details about the type and depth of knowledge growth over a short-term program, and addresses the current dearth of information about ICC development during short-term international experiences.

Issues in Hispanic and Lusophone linguistics, Apr 15, 2020

Revista Brasileira de Lingüística Aplicada, Jun 1, 2020

Language ideologies are the shared frameworks through which groups understand language and speake... more Language ideologies are the shared frameworks through which groups understand language and speakers (GAL; WOOLARD, 2001; WOOLARD, 1998). In educational settings, these ideologies may impact learning as teachers who adhere to ideologies favoring monolingualism may undermine students' identities and bilingual development in favor of assimilation. Using language ideology and Critical Discourse Analysis (CDA) frameworks, this study investigated the presence of different language ideologies in pre-service Spanish teachers' discourse and their positioning in face of these language ideologies. The analysis demonstrated that while pre-service Spanish teachers challenge the ideology of monolingualism and favor bilingualism, they also legitimate the 'one language' ideology that entails that the unity of a nation depends partly on the use of only one language.

IGI Global eBooks, 2022

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their... more Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to distance themselves from their languages and cultures.

for listening to my endless complaints and not running away. Special thanks go to my husband, for... more for listening to my endless complaints and not running away. Special thanks go to my husband, for bringing back the right perspective every time I got lost.

This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult Engl... more This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult English-speaking learners in an instructional setting. In contrast with English, object omission in BP is allowed in most contexts. In other contexts, however, object omission is ungrammatical, as it is in English. Following the assumption of L1 transfer, it was expected that English-speaking learners would

International Journal of Intercultural Relations, 2015

The goal of this investigation was to examine intercultural knowledge development during a short-... more The goal of this investigation was to examine intercultural knowledge development during a short-term study abroad program focused on language and cultural learning. Interviews with students were conducted at the beginning and end of the program, allowing for a qualitative approach to analysis, supported by quantitative measures. While previous investigations have relied on qualitative data, this is the first analysis of intercultural knowledge development based on a qualitative, pre-and post-program design. Intercultural knowledge development was identified considering the change and growth in student knowledge. Results indicated that students experienced a change in the salience of intercultural knowledge themes over the period abroad, focusing on City life and Schedule differences more at the beginning of the program than at the end. Such shift may be indicative of cultural adaptation during the program. Results also demonstrated intercultural knowledge growth over the period abroad, with the greatest growth being related to knowledge themes of Big C (e.g., culture and history), daily life, food and drink, and values and politics. These results led to a distinction between types of knowledge that traditionally have been included in definitions of intercultural knowledge, an analysis of context as it intersects with knowledge development, and a theoretical consideration of the relationship between intercultural knowledge and intercultural communicative competence. Furthermore, practical considerations for cultivating intercultural knowledge during short-term study abroad programs were discussed.

Ecolinguística: Revista brasileira de ecologia e linguagem (ECO-REBEL), Feb 24, 2016

for listening to my endless complaints and not running away. Special thanks go to my husband, for... more for listening to my endless complaints and not running away. Special thanks go to my husband, for bringing back the right perspective every time I got lost.

New Approaches to Language Attitudes in the Hispanic and Lusophone World, 2020

Beyond Language Learning Instruction, 2020

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their... more Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to...

Revista X, 2020

Em “Depois da Pandemia e do Pandemônio: Linguística Aplicada e Antirracismo”, o décimo quarto art... more Em “Depois da Pandemia e do Pandemônio: Linguística Aplicada e Antirracismo”, o décimo quarto artigo deste dossiê, Miriam Jorge (University of Missouri St. Louis) e Mara Barbosa (Texas A&M University-Corpus Christi) nos mostram a necessidade de questionar o aprofundamento das desigualdades sociais e raciais causado pelo governo bolsonarista.

Language Learning in Anglophone Countries, 2021

This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult Engl... more This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult English-speaking learners in an instructional setting. In contrast with English, object omission in BP is allowed in most contexts. In other contexts, however, object omission is ungrammatical, as it is in English. Following the assumption of L1 transfer, it was expected that English-speaking learners would

This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult Engl... more This study examines the L2 acquisition of null objects in Brazilian Portuguese (BP) by adult English-speaking learners in an instructional setting. In contrast with English, object omission in BP is allowed in most contexts. In other contexts, however, object omission is ungrammatical, as it is in English. Following the assumption of L1 transfer, it was expected that English-speaking learners would

Revista X

Em “Depois da Pandemia e do Pandemônio: Linguística Aplicada e Antirracismo”, o décimo quarto art... more Em “Depois da Pandemia e do Pandemônio: Linguística Aplicada e Antirracismo”, o décimo quarto artigo deste dossiê, Miriam Jorge (University of Missouri St. Louis) e Mara Barbosa (Texas A&M University-Corpus Christi) nos mostram a necessidade de questionar o aprofundamento das desigualdades sociais e raciais causado pelo governo bolsonarista.

Revista Brasileira de Linguística Aplicada

Language ideologies are the shared frameworks through which groups understand language and speake... more Language ideologies are the shared frameworks through which groups understand language and speakers (GAL; WOOLARD, 2001; WOOLARD, 1998). In educational settings, these ideologies may impact learning as teachers who adhere to ideologies favoring monolingualism may undermine students’ identities and bilingual development in favor of assimilation. Using language ideology and Critical Discourse Analysis (CDA) frameworks, this study investigated the presence of different language ideologies in pre-service Spanish teachers’ discourse and their positioning in face of these language ideologies. The analysis demonstrated that while pre-service Spanish teachers challenge the ideology of monolingualism and favor bilingualism, they also legitimate the ‘one language’ ideology that entails that the unity of a nation depends partly on the use of only one language.

Proceedings of the Intercultural Competence Conference, 2014

This study examined intercultural competence (ICC) growth during short-term study abroad, focusin... more This study examined intercultural competence (ICC) growth during short-term study abroad, focusing on intermediate to advanced level Spanish students who participated in a 6-week program in Madrid, Spain. The program's goals addressed learning about the Spanish language and culture. Results relied on a quantitative survey instrument and qualitative interviews, each conducted at the beginning and end of the program. Following validation of the survey instrument, quantitative results demonstrated ICC growth overall, considering intercultural knowledge, attitude, and skills, with the most significant growth being in knowledge. Knowledge gains were also evident when qualitatively comparing the pre and post-program interviews. Students initially commented on culturally relevant knowledge areas that were part of their personal, daily experiences. In the post-program interviews, growth was reflected in additional knowledge about factual information and experiences not part of daily activities. Additionally, at the end of the program, students expressed enhanced knowledge about personal, daily experiences, indicating growth in the depth of their knowledge. Overall, this study highlights the importance of pre and post-program qualitative data, contributes new details about the type and depth of knowledge growth over a short-term program, and addresses the current dearth of information about ICC development during short-term international experiences.