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Full-Text Articles in Education
Prioritizing Multilingualism In U.S. Schools: States’ Policy Journeys To Enact The Seal Of Biliteracy, Amy J. Heineke, Kristin J. Davin
Prioritizing Multilingualism In U.S. Schools: States’ Policy Journeys To Enact The Seal Of Biliteracy, Amy J. Heineke, Kristin J. Davin
Education: School of Education Faculty Publications and Other Works
Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots policy work. Findings include the collective stories of these efforts to disrupt English-dominant ideologies in …
Translanguaging And Responsive Assessment Adaptations: Emergent Bilingual Readers Through The Lens Of Possibility, Laura Ascenzi-Moreno
Translanguaging And Responsive Assessment Adaptations: Emergent Bilingual Readers Through The Lens Of Possibility, Laura Ascenzi-Moreno
Publications and Research
Through a case study, this article features how three teachers working with emergent bilingual students adapted formative reading assessments by creating a space for translanguaging within these assessments. The findings demonstrate that through these shifts, called responsive adaptations, teachers were able to construct an accurate portrait of these students’ reading development. In addition, when students’ translanguaging was welcomed into the reading assessment process, it became apparent that their bilingual abilities were essential to their development as readers. This article aims to inspire and aid teachers in identifying the language resources students bring to classrooms, integrating responsive adaptations into their reading …
From English Learner To Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates. Language And Education, Allison Briceno, Claudia Rodriguez-Mojica, Eduardo Muñoz-Muñoz
From English Learner To Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates. Language And Education, Allison Briceno, Claudia Rodriguez-Mojica, Eduardo Muñoz-Muñoz
Faculty Publications
This qualitative study explored Spanish-speaking teacher credential students’ beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only educational contexts and did not know that bilingual teaching and the bilingual authorization pathway were options. Their schooling experience fostered English hegemony; even their Spanish classes were pervaded by linguistic purism and elitism. Schools taught them that their registers of Spanish, which they learned at home, were insufficient, inappropriate or incorrect. Consequently, they questioned their …
From English Learner To Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates, Allison Briceño, Claudia Rodriguez-Mojica, Eduardo Muñoz-Muñoz
From English Learner To Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates, Allison Briceño, Claudia Rodriguez-Mojica, Eduardo Muñoz-Muñoz
Teacher Education
This qualitative study explored Spanish-speaking teacher credential students’ beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only educational contexts and did not know that bilingual teaching and the bilingual authorization pathway were options. Their schooling experience fostered English hegemony; even their Spanish classes were pervaded by linguistic purism and elitism. Schools taught them that their registers of Spanish, which they learned at home, were insufficient, inappropriate or incorrect. Consequently, they questioned their …
An Expanded View Of Translanguaging: Leveraging The Dynamic Interactions Between A Young Multilingual Writer And Machine Translation Software, Sara Vogel, Laura Ascenzi-Moreno, Ofelia García
An Expanded View Of Translanguaging: Leveraging The Dynamic Interactions Between A Young Multilingual Writer And Machine Translation Software, Sara Vogel, Laura Ascenzi-Moreno, Ofelia García
Publications and Research
Two central forces re-shaping education in the 21st century in the United States are the increasingly diverse and rich multilingual practices of students, as well as our growing use of digital technologies to communicate and make meaning (Deumert, 2014; García, Bartlett & Kleifgen, 2007; Jewitt, 2008; New London Group, 1996). Even if much scholarship has focused on the trends of multilingualism and multimodalities as separate entities, there are many intersections. Digital tools like machine translation software are being used in schools by multilingual students, and their often-monolingual teachers. Frameworks for multilingual teaching and learning involving intentional use of machine translation …