Bilingual, Multilingual, and Multicultural Education Commons^™

Mirrors Of Learning: Amplifying Engagement And Retention With Culturally Relevant Teaching In 21st-Century Education, Britney Buckner

Honors College Theses

This research investigates the impact of Culturally Relevant Teaching (CRT) on student engagement and information retention, in alignment with 21st-century learning objectives. CRT, which incorporates educational content reflecting the diverse identities of students, fosters a deeper connection to the material and aligns with the fundamental purpose of education in preparing students for societal and global contexts. By mirroring their realities in the curriculum, students are motivated to learn and retain information, recognizing its relevance to their lives. This increased retention is essential for accurately assessing student knowledge against state and national benchmarks, indicative of successful 21st-century education. Furthermore, CRT supports …

Exploring Early Childhood Teachers’ Experiences In Teaching Multilingual Children In Public Mainstream Schools In Tennessee, Maria Dias

Electronic Theses and Dissertations

This qualitative study, grounded in a phenomenological perspective, delves into the lived experiences of early childhood teachers who teach multilingual children in mainstream classrooms in Tennessee. Amidst the rising number of multilingual learners in mainstream educational settings and the dearth of adequate teacher training to address their needs, this research illuminates the experiences of these teachers. Furthermore, it seeks to advocate for the integration of translanguaging pedagogy into teacher training programs and state policies. This study employed a qualitative study using the three-in-depth-interview series from a phenomenological perspective (Seidman, 2019). The first interview focused on participants’ overall teaching experiences and …

Language Ideologies And Use Among Latine Children In A Dual Language Program In Southern California: A Qualitative Approach, Xochitl Morales

Education (PhD) Dissertations

Through a critical race and LatCrit framework, this research examined the language ideologies of young Latine children enrolled in Spanish dual-language programs. Specifically, I examined how and why the children chose to speak English and Spanish at home and school. A qualitative approach was used to understand the participants in their natural environment. The participants were five third-grade students (two males and three females), and their parents, five females and one male, and a the student’s third-grade teacher. The data collected included participant observations at home and at school as well as both formal interviews and informal conversations with students, …

A Critical Discourse On Asian American Stereotypes And Pedagogical Strategies Against Anti-Asian Racism, Ryan Shin, Maria Lim, Oksun Lee, Ahran Koo, Kevin Hsieh, Min Gu, Jaehan Bae

Journal of Social Theory in Art Education

In this article, we address the three derogatory stereotypes and tropes of anti-Asian racism: model minority, perpetual foreigner, and yellow peril. We problematize how each of the three stereotypes was formed and has been sustained, affecting our art classroom and professional practices. After that, we offer the novel and futuristic conception of Asian American inclusivity as a critical project in our society. Lastly, in challenging the three Asian stereotypes and embracing Asian American inclusivity, we offer S-R-C teaching strategies (Sense of Belonging, Resist, and Coalition Building) to confront anti-Asian racism and violence. The strategies are designed to help art educators …

Impact Of Differentiation On Long-Term Emergent Bilingual Outcomes, Tara Cargill

Education Theses and Dissertations

The No Child Left Behind Act in 2001 and the Every Student Succeeds Act in 2015 mandated reforms for English Learners in K–12 schools across the nation. This led to a focus on language development and instruction for emergent bilinguals. This dissertation uses the Plan-Do-Study-Act (PDSA) cycle to implement interventions for long-term emergent bilinguals in general education classes. The study aims to refine the cycle and impact system changes for improvement. Emergent bilinguals are identified through state-approved English language proficiency exams. Students scoring less than proficient are labeled as limited English proficient/emergent bilingual and offered English as a Second Language …

Freewriting With Multilingual Learners, Tori Lands

Wellspring: A Practitioner-Oriented Journal of Literacy and Language Education

In this article, an ESOL teacher shares their experience implementing "Free Write Friday" with multilingual learners in a rural district in Maine. This simple but effective activity is laid out for fellow educators. Through this instructional approach, students had the space to write in English or their home language, fostering translanguaging and deeper connections between students and teachers. Benefits of implementing freewriting included increased collaboration, motivation, and cross-cultural connections.

Can Vocabulary And Grammar Hold The Doorway For College Reading Success? The Case Of Arabic Learners Of English, Zainab A. Allaith

International Journal for Research in Education

Reading is an important skill for college success. This study investigated cognitive predictors of English reading comprehension success among college students whose first language is Arabic. Knowledge of vocabulary/grammar emerged as the strongest predictor of reading success, followed by silent reading fluency, and then decoding skill. However, metacognitive awareness of reading strategies did not statistically significantly contribute to the model. Findings suggest that Arabic speakers draw on their vocabulary and grammar knowledge when tackling an English reading comprehension task, skills that are language specific to L2. Implications include the recommendation for placing the development of college students’ language reservoir at …

Thai Americans: A Poem Collection Featuring "Bilingual หมา Standard Poodle" And "Last Name กู Too Long", Simon Boonsripaisal, Ravadee Boonsripaisal

Journal of Southeast Asian American Education and Advancement

This is a co-authored poem collection focusing on Thai American life. In Bilingual หมา Standard Poodle, interactions and observations are made between a Thai American family and their supportive standard poodle named Pumpkin. This poem interjects on the disaggregated Southeast Asian American experience with inclusion of a pet companion. In Last Name กู Too Long, a Thai American graduate student discusses with their mother the challenges of gaining employment. This poem brings attention to hiring bias in the screening and interview process.

Assessing Teachers’ Dispositions Towards Culturally Responsive Pedagogy In Northwest Arkansas High Schools, Rylie Ford

Inquiry: The University of Arkansas Undergraduate Research Journal

Culturally responsive pedagogy (CRP) entails the use of cultural knowledge, prior experiences, and learning styles of ethnically and culturally diverse students to make instruction more relevant and effective for them. Furthermore, practices within this pedagogy are validating, inclusive, emancipatory, and ethical, and help diverse students succeed academically while maintaining their cultural identity. Numerous studies have indicated that using culturally responsive pedagogy increases student academic achievement, sense of self, and emotional well-being (Ladson-Billings, 1995a; Gay, 2018). Considering the varying degrees of cultural and linguistic diversity in Northwest Arkansas (NWA) schools and the lack of reported professional development relating to CRP, this …

Better Together: Attitudinal And Institutional Change For Stereotype And Prejudice Reduction, Diana Quito

Essays in Education

This article begins by examining the adverse effects of ostracization on students' mental health and academic performance. It identifies deficit thinking within educational institutions as contributing to the social exclusion experienced by students, leading to their psychological need for belonging going unmet. Deficit thinking, fuelled by racist and classist ideologies, theorizes that the blame for a student’s failure in school results from their inherent deficiencies. Deficit thinking oppresses and marginalizes students by justifying harmful practices such as school segregation and scientific racism. Schools serving communities of color are disproportionately impacted, compromising students’ educational achievement and prospects. To disrupt deficit thinking, …

Influence Of The Linguistic Context On The Comprehension Of Complex Sentences, Angeline Miersma, Ligia Gomez Franco

Perspectives on Early Childhood Psychology and Education

Abstract

This study examined English learners' comprehension of complex sentences and compared scores between a school in Boston and an American school in Bolivia. Studies have covered topics such as home language input, societal interactions, classroom influences, and language of instruction. Other research has centered on the comprehension of specific linguistic structures and the requisite skills. A considerable amount of the data is acquired from sample populations of bilingual students living in the United States, attending an English immersive school. The current study compared language comprehension scores between kindergarteners attending school in the greater Boston area in the United States …

Language Equity In The Undergraduate Classroom: Fostering Language Diversity In The World Of Standard Academic English., Gabriela Johnson

Higher Learning Research Communications

In this essay, I explore the complex intersection of language, identity, and education with a particular focus on the importance of fostering linguistic equity in higher education settings. It is imperative for higher education institutions to reevaluate language-related practices and foster linguistic diversity and equity. Drawing upon linguistic theories and real-world examples, I highlight how language is deeply intertwined with personal identity, culture, and heritage. Various English dialects, such as African American Vernacular English, Chicano English, and others, are highlighted as valid linguistic expressions rather than deviations from a supposed standard. The role of standard academic English (SAE) in academia …

Attitudes Of Algerian Emi And Non-Emi Lecturers And Students Toward English, Sana Touahmia, Farhana Bakar

Higher Learning Research Communications

Objectives: The purpose of this study was to investigate and compare the attitudes of English medium instruction (EMI) lecturers and students and non-EMI lecturers and students toward English in Algeria. The Algerian government plans to implement English as a medium of instruction in higher education.

Methods: The research was carried out at an Algerian university where French is the primary language of instruction, but English is used as the medium of instruction for certain courses in the engineering department. Data were gathered through a questionnaire, which was distributed to a group comprised of 52 EMI lecturers, 226 EMI students, 70 …

Women Strength: Using Photovoice To Explore Female Chinese International Students’ Experiences, Yue Cai

Doctoral Dissertations

Female Chinese international students face discrimination and stereotypes in Western academia based on race and gender, yet they possess unique “Women Strength” characterized by agency, resilience, and self-advocacy. This study explores how these students navigate cultural differences and develop their strengths while studying in the U.S. Drawing upon “Women Strength” as a theoretical framework, including Community Cultural Wealth, Critical Feminist Theory- Chinese feminism, decolonial feminism, and transnational feminism, transformative agency, resilience theory, and self-advocacy theory, this research employs a qualitative approach, including Photovoice and autoethnography. Three research questions guide the study: 1) What cultural differences do female Chinese international students …

Bridging Words And Worlds: Innovative Writing Strategies For Adolescent Multilingual Learners, Robert A. Griffin

Journal of English Learner Education

This paper presents culturally responsive writing prompts, peer collaboration and language exchange, and multimodal writing experiences as three strategies to enhance adolescent multilingual learners’ English writing skills while leveraging their linguistic and cultural diversity. Culturally responsive writing prompts connect students’ personal experiences with academic tasks to enhance engagement and authenticity in writing. Peer collaboration, language exchange, and peer review foster a supportive learning community and improve writing skills through shared linguistic and cultural knowledge. Multimodal writing experiences broaden students’ expressive capabilities beyond traditional text by utilizing visual, digital, and oral modes of communication. Technology and AI integration in writing instruction …

Empowering English-Language Learners Through Acting, Translanguaging, And Collaborative Devising, Natasha L. Yannacanedo

Journal of English Learner Education

The author explores the transformative potential of using acting, translanguaging, and collaborative devising as tools for linguistic and personal development among English Language Learners (ELLs). Through a reflective narrative of teaching Acting I to ELL students, the paper delves into the challenges and successes encountered in integrating acting, translanguaging, and devising into the curriculum. Emphasizing the symbiotic relationship between acting and language learning, the author discusses how expressive language development, vocabulary acquisition, and enhanced pronunciation skills were cultivated. Additionally, the paper considers the role of translanguaging in creating a supportive and inclusive learning environment, where students' linguistic diversity is celebrated …

Teacher Candidates’ Service-Learning With English Learners, Hsiaoping Wu

Journal of English Learner Education

This study explores the impact of a service-learning project with English Learners (ELs) on the instructional, conceptual, and emotional development of teacher candidates. Participants are pre-service teachers who work with ELs enrolled in elementary schools in Texas through a partnership with the Community in Schools (CIS) organization. The participants’ reflective journals provided qualitative evidence of the field experience and the students’ in-class discussions and projects. A qualitative analysis indicated four themes related to instruction techniques and emotional development from these field experiences: (1) the modified strategies can facilitate students’ comprehension, (2) the domains of languages, (3) increased confidence and empathy, …

Cooperating Teachers’ Views And Practices About Teaching Emergent Bilinguals In General Education Classrooms, Tunde Szecsi, Janka Szilagyi

Journal of English Learner Education

Cooperating teachers’ pedagogical beliefs and practices influence teacher candidates’ views and practices. Therefore, this study examined mainstream cooperating teachers’ perceptions about critical components of effective instruction for English learners, and the relationship between these teachers’ perceptions and classroom practices. We interviewed 55 teachers and completed a 90-minute observation in each classroom. We analyzed the interviews for common themes, and we used descriptive statistics to summarize the observation data. The findings indicated that teachers were well-versed in evidence-based instructional activities and strategies. However, many teachers found it challenging to infuse ELs’ language, culture and experiential background into their instruction.

Addressing Language And Content In Civics Through A Language-Based Approach To Content Instruction For Multilingual Learners, Jia Gui, Luciana C. De Oliveira

Journal of English Learner Education

This study explores the integration of a language-based approach to content instruction’s (LACI) six Cs of support into an existing civics lesson plan to improve content and language learning for multilingual learners. We used the Civics for All curriculum from the New York City Department of Education to identify lesson plans that could be enhanced for teaching multilingual learners. The findings of integrating the LACI framework indicated that the existing lesson plans could be enhanced by adding all the Cs to ensure full support for multilingual learners. We conclude with strategies for integrating the LACI framework into existing civics lesson …

Khi Ăn, Nhai Kỹ (When Eating, Chew Carefully): Poetry Collection, Ngoc My T. Tran

Journal of Southeast Asian American Education and Advancement

In this poetry collection, I used my own experiences as a Vietnamese-American to present a realistic image of life in America as a minority. With the use of translanguaging and presentation of social norms in both Vietnamese and American cultures, my hope is to promote awareness of issues such as racism, colorism, body shaming, and language insecurity among Asian communities so that these problems can be healthily addressed. Khi ăn, nhai kỹ (When eating, chew carefully) is a Vietnamese proverb and is similar to the saying "think before you speak," by naming the collection this, it serves as an underlying …