10 results on '"Kattan, Shlomy"'
Search Results
2. Language Socialization and Linguistic Ideologies among Israeli Emissaries in the United States
- Author
-
Kattan, Shlomy
- Abstract
Research in both the anthropology and sociology of education has increasingly come to consider the institutional effects of migration, globalization, and transnationalism on learning environments. Yet, most studies examining transmigration and education have only looked at migrant children in schools rather than at the "transitions" they undergo as transnationals across settings. We know little of the linguistic and socializing practices that occur during migrants' transitions from place to place and how they come to define the migratory and educational experience for transnational children. This multi-sited, global ethnography examines language socialization practices and linguistic ideologies among families of Israeli emissaries ("shlichim") employed by the Jewish Agency for Israel (JAFI). The study documented the transitions undergone by families with school-age children in the months of their preparation for their move from Israel to the United States and during the first year and-a-half in the U.S.. Data collection for this project took place in both Israel and New York at the homes of the families, the children's schools, peer group activities, extracurricular programs, play, and summer camp. The focus of this dissertation project is on routine home and school practices which orient children to attitudes towards their identities as Israelis, as Zionists, as transnationals, and as temporary residents of the United States. The study approaches this question through the lens of the language socialization paradigm, a subfield of linguistic anthropology which understands socialization to occur both "through" the use of language and to the use of language. I argue that through attention to language use and form children are taught to attend to symbolic boundaries between Israeli, Jewish Diasporan, and U.S. American identities. The simultaneous reinforcement and transcendence of these symbolic boundaries is a defining characteristic of living transnationally. I find that transnational identities: (1) Are constructed through an explicit recognition of the boundaries between the linguistic and cultural practices of the homeland and the host country; (2) are negotiated through attention to the authenticity of members of the homeland, the host country, and the transnational community; that is, through attention to the extent to which individuals stay within the symbolic boundaries that separate the homeland and the host-land; and (3) Display an ambivalence toward affiliation with the host country by accentuating and emphasizing the linguistic and cultural practices of the homeland. Based on these findings, I call for a language socialization approach to studying transnationalism which recognizes the role of the local and the global, the contemporary and the historical, and the orthodox and heterodox in everyday transnational practices. By focusing on the "shlichim's" transition from Israel to the United States, the dissertation obtains a view of migration often unavailable to researchers: the preparation for departure and initial arrival to the country of destination. This period of transition is formative in the emissaries' experiences and as they define themselves vis-a-vis their country of origin and their host country. In this sense, this dissertation contributes to an understanding of the role of language in transnational practices, thus supplementing the growing field of research around questions of transnationalism, diaspora, and identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2010
3. Socializing Respect and Knowledge in a Racially Integrated Science Classroom
- Author
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Solis, Jorge, Kattan, Shlomy, and Baquedano-Lopez, Patricia
- Abstract
In this article we examine the socialization of respect in a racially integrated science classroom in Northern California that employed a character education program called Tribes. We focus on the ways scripts derived from this program are enacted during Community Circle activities and how breaches to these scripts and the norms of respectful behavior they espouse create productive opportunities for explicit socialization in the classroom. We find that respect in this classroom consisted predominantly of controlling both bodily comportment and discursive production. Our analysis sheds light on the ways curricular initiatives, such as the one utilized in the Tribes approach, while purporting to democratize classroom learning, may in fact function as vehicles for reproducing institutional hierarchies of power. (Contains 2 tables, 2 figures, and 5 excerpts.)
- Published
- 2009
- Full Text
- View/download PDF
4. Adaptation: The Language of Classroom Learning
- Author
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Baquedano-Lopez, Patricia, Solis, Jorge L., and Kattan, Shlomy
- Abstract
In this article, we propose a theory for understanding the processes of adaptation in classroom learning and interaction. Adaptation processes are the emergent, improvisational, and recursive relationships between tensions and how they subsequently reorder learning activities. Through the analysis of a representative example of classroom interaction, we illustrate that shifts and tensions in the course of ongoing learning activity (adaptations) lead to the creation of new knowledge and the actualization of curricula. This theoretical framework arises from research conducted as part of a 3-year longitudinal study of third and fourth grade science elementary school classrooms.
- Published
- 2005
- Full Text
- View/download PDF
5. Socializing respect and knowledge in a racially integrated science classroom
- Author
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Solís, Jorge, Kattan, Shlomy, and Baquedano-López, Patricia
- Published
- 2009
- Full Text
- View/download PDF
6. Language Socialization and Linguistic Ideologies Among Israeli Emissaries in the United States
- Author
-
Kattan, Shlomy
- Subjects
Anthropology, Cultural ,Language, Linguistics ,Education, Sociology of ,Diaspora ,Identity ,Israel ,Shlichut ,Symbolic boundaries ,Transnationalism - Abstract
Research in both the anthropology and sociology of education has increasingly come to consider the institutional effects of migration, globalization, and transnationalism on learning environments. Yet, most studies examining transmigration and education have only looked at migrant children in schools rather than at the transitions they undergo as transnationals across settings. We know little of the linguistic and socializing practices that occur during migrants’ transitions from place to place and how they come to define the migratory and educational experience for transnational children. This multi-sited, global ethnography examines language socialization practices and linguistic ideologies among families of Israeli emissaries (shlichim) employed by the Jewish Agency for Israel (JAFI). The study documented the transitions undergone by families with school-age children in the months of their preparation for their move from Israel to the United States and during the first year and-a-half in the U.S.. Data collection for this project took place in both Israel and New York at the homes of the families, the children’s schools, peer group activities, extracurricular programs, play, and summer camp.The focus of this dissertation project is on routine home and school practices which orient children to attitudes towards their identities as Israelis, as Zionists, as transnationals, and as temporary residents of the United States. The study approaches this question through the lens of the language socialization paradigm, a subfield of linguistic anthropology which understands socialization to occur both through the use of language and to the use of language. I argue that through attention to language use and form children are taught to attend to symbolic boundaries between Israeli, Jewish Diasporan, and U.S. American identities. The simultaneous reinforcement and transcendence of these symbolic boundaries is a defining characteristic of living transnationally.I find that transnational identities: (1) Are constructed through an explicit recognition of the boundaries between the linguistic and cultural practices of the homeland and the host country; (2) are negotiated through attention to the authenticity of members of the homeland, the host country, and the transnational community; that is, through attention to the extent to which individuals stay within the symbolic boundaries that separate the homeland and the host-land; and (3) Display an ambivalence toward affiliation with the host country by accentuating and emphasizing the linguistic and cultural practices of the homeland. Based on these findings, I call for a language socialization approach to studying transnationalism which recognizes the role of the local and the global, the contemporary and the historical, and the orthodox and heterodox in everyday transnational practices.By focusing on the shlichim’s transition from Israel to the United States, the dissertation obtains a view of migration often unavailable to researchers: the preparation for departure and initial arrival to the country of destination. This period of transition is formative in the emissaries’ experiences and as they define themselves vis−à−vis their country of origin and their host country. In this sense, this dissertation contributes to an understanding of the role of language in transnational practices, thus supplementing the growing field of research around questions of transnationalism, diaspora, and identity.
- Published
- 2010
7. 3. Growing up in a multilingual community: Insights from language socialization
- Author
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Baquedano-López, Patricia, primary and Kattan, Shlomy, additional
- Published
- 2007
- Full Text
- View/download PDF
8. Adaptation: The language of classroom learning
- Author
-
Baquedano-López, Patricia, Solís, Jorge L., and Kattan, Shlomy
- Published
- 2005
- Full Text
- View/download PDF
9. Language Socialization in Schools
- Author
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Baquedano‐López, Patricia, primary and Kattan, Shlomy, additional
- Full Text
- View/download PDF
10. Finding the X Factor.
- Author
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Kattan, Shlomy and McFadden, Liza
- Subjects
ADULT literacy ,MOBILE apps ,READING software - Abstract
The article presents information on Barbara Bush Foundation Adult Literacy XPRIZE to be presented by Dollar General Literacy Foundation for the development of mobile apps for the education of low-literacy adults to read in English.
- Published
- 2016
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