WorldCat Identities

Farr, Marcia

Overview
Works: 30 works in 120 publications in 2 languages and 5,274 library holdings
Genres: Academic theses 
Roles: Author, Editor
Classifications: P211, 428.2071273
Publication Timeline
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Most widely held works by Marcia Farr
Latino language and literacy in ethnolinguistic Chicago by Marcia Farr( )

16 editions published between 2004 and 2005 in English and held by 1,717 WorldCat member libraries worldwide

"Latino Language and Literacy in Ethnolinguistic Chicago includes ethnographic studies based in home settings that focus on ways of speaking and literacy practices; studies that explore oral language use and literacy practices in school contexts; and studies based in community spaces in various neighborhoods. It offers a rich set of portraits emphasizing language use as centrally related to ethnic, class, or gender identities. As such, it is relevant for anthropologists, sociologists, linguists, historians, educators and educational researchers, and others whose concerns require an understanding of "ground-level" phenomena relevant to contemporary social issues, and as a text for courses in these areas."--Jacket
Rancheros in Chicagoacán : language and identity in a transnational community by Marcia Farr( )

16 editions published between 2006 and 2010 in English and held by 856 WorldCat member libraries worldwide

"Marcia Farr studied, over the course of fifteen years, a transnational community of Mexican ranchero families living both in Chicago and in their village-of-origin in Michoacán, Mexico. For this ethnolinguistic portrait, she focuses on three culturally salient styles of speaking that characterize rancheros: franqueza (candid, frank speech); respeto (respectful speech); and relajo (humorous, disruptive language that allows artful verbal critique of the social order maintained through respeto). She studies the construction of local identity through a community's daily talk, and provides the first book-length examination of language and identity in transnational Mexicans. In addition, Farr includes information on the history of rancheros in Mexico, available for the first time in English, as well as an analysis of the racial discourse of rancheros within the context of the history of race and ethnicity in Mexico and the United States. This work provides groundbreaking insight into the lives of rancheros, particularly as seen from their own perspectives."--Back cover
Ethnolinguistic Chicago : language and literacy in the city's neighborhoods by Farr( )

12 editions published between 2003 and 2007 in English and held by 721 WorldCat member libraries worldwide

"Ethnolinguistic Chicago: Language and Literacy in the City's Neighborhoods, along with its companion volume, Latino Language and Literacy in Ethnolinguistic Chicago, fill an important gap in research on language use in Chicago, and more generally, in globalized metropolitan areas. Often cited as a quintessential American city, Chicago is, and always has been, a city of immigrants, and is one of the most linguistically diverse cities in the United States. Although language is unquestionably central to social identity, and Chicago has been well studied by scholars interested in ethnicity, until now no one has focused, as do the contributors to these volumes, on the related issues of language and ethnicity. Most of the chapters are based on ethnographic studies of language, though several provide historical narratives as well. Because an ethnographic perspective requires attention to local-level, 'insider' meanings, this book offers a richly diverse set of portraits whose central themes emerged inductively from the research process and the communities themselves. All chapters, despite this diversity, emphasize language use as centrally related to ethnic, class, or gender identitites. As such, this volume will interest anthropologists, sociologists, linguists, historians, educators and educational researchers, and others whose concerns require an understanding of 'ground-level' phenomena relevant to contemporary social issues."--Back cover
Language diversity and writing instruction by Marcia Farr( Book )

10 editions published in 1986 in English and held by 689 WorldCat member libraries worldwide

Both a theoretical framework and some practical suggestions are included in this book intended to help educators improve the teaching of writing to high school students who are native speakers of nonstandard English dialects. The first chapter includes a brief background on the problem of writing in American schools, with special focus on the present writing achievement of nonstandard-dialect-speaking students. The second chapter reviews research on language variation, emphasizing factors related to the acquisition of literacy. Applying insights from recent research on both language variation and writing instruction, the final chapter presents specific suggestions for teaching writing to the special students under consideration. An extensive bibliography is included. (JD)
Writing : the nature, development, and teaching of written communication by Marcia Farr( Book )

17 editions published between 1981 and 2013 in English and held by 568 WorldCat member libraries worldwide

First Published in 1982. Routledge is an imprint of Taylor & Francis, an informa company
Ethnolinguistic diversity and education : language, literacy, and culture by Marcia Farr( Book )

13 editions published between 2009 and 2010 in English and held by 332 WorldCat member libraries worldwide

La educación en paises con una rica diversidad étnica y lingüística presenta retos a los responsables de redactar y de aprobar los planes docentes, a la vez que supone un enriquecimiento cultural, precisamente, por la relación de las distintas culturas y lenguas. Esta monografía nos presenta la visión plural de varios especialistas, enfocada hacia la diversidad etno-lingüística en los Estados Unidos. El tema es interesante para los filólogos y pedagogos españoles, no solo porque aquí tenemos ya una rica diversidad, sino porque una de las presencias más importantes en los Estados Unidos es la de la comunidad hispana. De hecho, uno de los capítulos del libro se titula Latino Language Practices and Literacy Education in the U.S
Children's early writing development by Marcia Farr( Book )

7 editions published in 1985 in English and held by 324 WorldCat member libraries worldwide

Writing and reading in the community by Robert Gundlach( Book )

2 editions published in 1989 in English and held by 13 WorldCat member libraries worldwide

Advances in writing research( Book )

4 editions published in 1985 in English and Undetermined and held by 12 WorldCat member libraries worldwide

Rancheros en Chicagoacán : lenguaje e identidad en una comunidad trasnacional by Marcia Farr( Book )

1 edition published in 2011 in Spanish and held by 9 WorldCat member libraries worldwide

Advances in writing research( Book )

in English and held by 5 WorldCat member libraries worldwide

Biliteracy in the Home Practices among Mexicano Families in Chicago by Marcia Farr( Book )

1 edition published in 1991 in English and held by 2 WorldCat member libraries worldwide

One segment of a larger study examined literacy activities occurring within the homes of immigrant families in Chicago's Mexican-American community. During the first year and a half of fieldwork, literacy practices seemed minimal and infrequent. However, further analysis indicated that such practices were occurring, and were woven into the fabric of family life. Within the community and the home, a variety of print in English and Spanish was available. Literacy was found not to be taken for granted, but was actively taught by parents. Literate adults within the social network were held in high regard. Proficiency in literacy appeared to be linked to childhood opportunity for schooling, with a clear trend toward increased literacy with each new generation. Even older adults indicated great interest in some literary texts. It was concluded that these families, especially as a social network, have considerable expertise with literacy, routinely handling literacy demands in this as well as other domains, and consistently indicating interest in improving their literacy skills. However, it is noted that development of literacy extension efforts must take into consideration the community's perception of the place of literacy in its life and respect its cultural values. A 58-item bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Learning Literacy Lyrically Informal Education among Mexicanos in Chicago by Marcia Farr( Book )

1 edition published in 1989 in English and held by 2 WorldCat member libraries worldwide

Observation of a kinship and social network among Mexican Americans in a Chicago neighborhood, part of an ethnographic study, revealed a pattern of self-education in literacy among the men in the group who came from one rancho, while the literate men from another rancho were primarily school-educated. Economic forces caused one group to attend school less consistently. While the self-educated men learned letters from someone else, they pursued literacy independently in a distinct social context. The process by which the men learned to read and spell words was remarkably similar to a process used by members of the working class in 17th century rural England; that is, informally and with the help of friends who themselves were not very literate. Observations revealed information about aspects of the process of literacy learning, the social nature of learning, and significant features of the setting providing the motivation for literacy learning. The Mexican men described the process as "lyrical" learning, accomplished on one's own, not always with a teacher, but purely with spoken language. Literacy was attained primarily to communicate and maintain traditionally close ties with family and friends in the home country. The men described the emotional support they received from the friends who taught them to write, and the trust between them. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Writing : the nature, development, and teaching of written communication( Book )

1 edition published in 1981 in English and held by 2 WorldCat member libraries worldwide

Writing Growth in Young Children What We Are Learning from Research. The Talking and Writing Series, K-12: Successful Classroom Practices by Marcia Farr( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet describes several classroom-based studies that have examined children's writing development and synthesizes what they have shown about the process. The first section of the booklet analyzes the term "writing development"; presents a model of literacy acquisition and use devised by J.C. Harste, C.L. Burke, and V. Woodard; and discusses the work of D.H. Graves and his associates in this area. The second section discusses children's transition from oral to written language and reviews the research conducted by M.L. King and V.M. Rentel. The third section examines how written language growth is related to teaching and discusses King's, Rentel's, and Graves' findings on instructional approaches and S. Sowers's work with the concept of scaffolding. (FL)
Writing : the nature, development, and teaching of written communication( Book )

1 edition published in 1981 in English and held by 2 WorldCat member libraries worldwide

Ethnolinguistic Study of Classroom Discourse. Final Report by Dell H Hymes( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

This report sets forth some notions which attempt to provide some perspective on the relationship between work on discourse and the needs of educators. The position is taken that a perspective focused on the individual school and setting is necessary and that educators themselves must participate in the research if the growth of research in discourse is to be helpful to education. The first section of the report deals with the question of what educators can expect to learn from studies of classroom discourse. The second section considers how the study of discourse has developed in relation to the various fields taking part in it, especially linguistics. This section reviews and critiques the literature in linguistics and discourse analysis, philosophy of language, ethnomethodology, and interaction and cultural orientation. The third and final section considers critically the notion of language itself in relation to the notion of discourse. It suggests that the evolution of studies of language and discourse may be toward the establishment of a style of work which has special relevance to education. (Author/AMH)
State of the Art Children's Early Writing Development by Marcia Farr( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

Noting the close relationship among reading, writing, and oral language documented by research, this paper considers studies of early writing development in the context of emergent literacy rather than in the context of work on writing processes and their development. Following a brief review of early studies of emergent literacy that includes analyses of both written products and literacy contexts, the paper examines in detail some recent studies within a conceptual framework that consists of three views of writing: writing as language, writing growth and development, and writing variation in context. From the significant amount of convergence in the findings of the studies, the paper concludes that what researchers are learning is not only an interesting picture of children's early writing development, but a valid one. (FL)
Special issue: Art and the expression of complex identities imaging and contesting ethnicity in performance( Book )

1 edition published in 2000 in English and held by 2 WorldCat member libraries worldwide

Language ideologies and identity : Korean children's language socialization in a bilingual setting by Juyoung Song( )

2 editions published in 2007 in English and held by 2 WorldCat member libraries worldwide

This one-year ethnographic study explores three Korean children and their families' language socialization practices in a Midwestern US city, with a focus on their negotiation of language ideologies and identities. The language socialization practices of these families who sojourn in the U.S. are examined in the discussion of transnational migration and globalization, and bilingualism. Three levels of data analyses were used in the study, global (transnational), familial, and interactional. The global-level analyses show how two groups of Koreans, Korean immigrants and Korean early-study-abroad sojourners, enact different language ideologies in their children's language education. The study also provides in-depth ethnographic analyses of the three Korean families' language socialization practices in the realm of family. With the prospect of returning to Korea, these families' current language practices align and match to a great degree with the expectations and practices of their future "imagined communities" (Anderson, 1991; Kanno & Norton, 2003). The examination of diverse practices and the strategic intent of these families show how an individual family's past and present experiences influence their future vision of participation and membership in Korea. The micro-analyses of children's linguistic practices, such as code-switching and addressing practices, show (1) how children acknowledge, highlight, or avoid particular language ideologies in their interactions with their parents or peers and (2) how their understanding of these ideologies is constructed in their language socialization practices. The data also show children's improvised "bilingual" practices in their negotiation of ideologies, highlighting children's agency in their language socialization practices while at the same time manifesting their presentation and construction of multiple and shiftable identities across contexts. Based on these results, the study illuminates the location of language ideologies as one aspect of the interplay between language learning and identity. By linking the families' local practices to their future and transnational communities, this study broadens the perspective of L2 learning beyond the local context of time and space. Through broad and in-depth analyses of language socialization practices of Korean sojourners, this study highlights the variations in immigrant populations in the U.S. and yields understandings of diverse social and educational practices and identities among them
 
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Latino language and literacy in ethnolinguistic Chicago
Covers
Rancheros in Chicagoacán : language and identity in a transnational communityEthnolinguistic Chicago : language and literacy in the city's neighborhoodsWriting : the nature, development, and teaching of written communicationEthnolinguistic diversity and education : language, literacy, and cultureChildren's early writing developmentAdvances in writing researchAdvances in writing researchWriting : the nature, development, and teaching of written communication
Alternative Names
Whiteman, Marcia Farr

Languages
English (108)

Spanish (1)