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Full-Text Articles in Education
Ebs 701: Issues In Bilingualism, Lingyu Li
Ebs 701: Issues In Bilingualism, Lingyu Li
Open Educational Resources
This introductory course addresses the nature of bilingualism as a societal and individual phenomenon. It will explore the history and background of bilingual education, policies, approaches, and theories of education for immigrant, bilingual, and language minority students. It will also consider the social, cultural, and economic context surrounding the education of bilingual students with disabilities and issues surrounding the aforementioned topics. (15 fieldwork hours required.)
The Translanguaging Pedagogies Continuum, Marcela Ossa Parra, Patrick Proctor
The Translanguaging Pedagogies Continuum, Marcela Ossa Parra, Patrick Proctor
Publications and Research
Translanguaging pedagogy is an approach to educational equity that harnesses multilingual learners’ communicative repertoires (e.g., home languages, non-standard varieties, gestures) by strategically incorporating them in the classroom to ensure students’ active participation and meaningful learning. This paper proposes a research-informed continuum that captures a range of possibilities for integrating translanguaging in language and literacy instruction. This continuum provides insight into how educators may make socially just instructional and curricular decisions that are based on recognizing multilingual students' languages, cultures, and ways of knowing as valuable assets in the classroom.
“Los Programadores Debieron Pensarse Como Dos Veces”: Exploring The Intersections Of Language, Power And Technology With Bi/Multilingual Students, Sara Vogel
Publications and Research
Critical computing approaches to K-12 Computer Science (CS) education aim to promote justice in computing and the wider world. Despite being intertwined with inequitable power dynamics in computing, issues of linguistic (in)justice have received less attention in critical computing. In this article, I draw on theoretical ideas from sociolinguistics and critical computing to analyze qualitative data collected in computing and technology-integrated language and humanities classes serving emergent bi/multilingual middle school students. Conversations about language, technology, and power were close at hand in focal classrooms, and surfaced in moments when students acted as users and critics of, and tinkerers with digital …