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Full-Text Articles in Education
Instructors Reflect On How Their Preservice Preparation And Ongoing Professional Development Prepared Them To Address Oppressive Dynamics In Adult Esol Programs In The United States, David A. Housel
Publications and Research
For decades, researchers have asserted that the preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States can be inconsistent, and access to ongoing professional development (PD) can be insufficient to address the demands of the 21st century classroom. A previous study conducted by the author revealed that instructors of adult EBLs felt adequately prepared to teach English, but they often felt ill-equipped to address the learning challenges and oppressive dynamics that might manifest in their adult English to Speakers of Other Language (ESOL) classrooms. This convergentmixed methods studywas a preliminary attempt to address these issues. …
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.