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Direct linkEspinoza, Katherine; Nuñez, Idalia; Degollado, Enrique David – Journal of Language, Identity, and Education, 2021
The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to…
Descriptors: Bilingual Teachers, Preservice Teachers, Cultural Background, Cultural Capital
