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Articles 1 - 10 of 10
Full-Text Articles in Education
Improvisational Teaching For Emergent Bilinguals, Denchai Prabjandee
Improvisational Teaching For Emergent Bilinguals, Denchai Prabjandee
Journal of Educational Research and Innovation
The present collaborative ethnographic case study was design to explore teaching practices for English Language Learners (ELLs) in the United States, hereafter called "emergent bilinguals" (García, 2009). Through the theoretical lens of ethnographic vulnerability (Behar, 1996), I conducted 40-hour observations, four interviews, and artifact collections. By using an impressionist tale writing style throughout this article (Maanen, 2011), this paper presents the journey of an elementary school teacher who tries to employ classroom practices, teaching strategies, and assessments to educate emergent bilinguals. Drawing on ethnographic data, I propose an effective teaching approach called improvisational teaching. This teaching approach may be beneficial …
From Test Scores To Language Use: Emergent Bilinguals Using English To Accomplish Academic Tasks, Claudia Rodriguez-Mojica
From Test Scores To Language Use: Emergent Bilinguals Using English To Accomplish Academic Tasks, Claudia Rodriguez-Mojica
Teacher Education
Prominent discourses about emergent bilinguals’ academic abilities tend to focus on performance as measured by test scores and perpetuate the message that emergent bilinguals trail far behind their peers. When we remove the constraints of formal testing situations, what can emergent bilinguals do in English as they engage in naturally occurring classroom interactions about content? Using six months of naturally occurring emergent bilingual talk, this article shows that (1) emergent bilinguals produced a wide range of academic speech acts in English while engaged in English language arts tasks, (2) these speech acts were aligned with state academic expectations, and (3) …
Proceedings: Multilingual Learners In Upk: Defining Focus And Direction, Zoila Morell
Proceedings: Multilingual Learners In Upk: Defining Focus And Direction, Zoila Morell
Journal of Multilingual Education Research
Proceedings of the Roundtable: Teaching Emergent Bilingual Learners with Disabilities and Challenging Behaviors in Preschool held June 5, 2015 at Fordham University.
Introduction To Roundtable Proceedings: Emergent Bilinguals In New York’S Upk, Zoila Morell
Introduction To Roundtable Proceedings: Emergent Bilinguals In New York’S Upk, Zoila Morell
Journal of Multilingual Education Research
This article introduces the proceedings to the Roundtable on Emergent Bilinguals in New York's UPK published in the next article in this volume of JMER.
Talking About Language In Pre-School: The Use Of Video-Stimulated Recall With Emergent Bilingual Children, P. Zitlali Morales, Joseph C. Rumenapp
Talking About Language In Pre-School: The Use Of Video-Stimulated Recall With Emergent Bilingual Children, P. Zitlali Morales, Joseph C. Rumenapp
Journal of Multilingual Education Research
After first discussing the ideologies (standard and monolingual) implicit in language education in the United States, we argue for a necessary ideological shift in the way multiple languages and other forms of semiotic communication are understood, used, and supported in preschool for emergent bilinguals. We present examples from a preschool study in Illinois where emergent bilingual children in two classrooms used video-stimulated accounts to make sense of their actions. Students used multiple semiotic resources – including English, Spanish, and embodiment – to collaborate with others and represent their ideas. Our findings include evidence of language awareness and awareness of audience …
From Deficit To Diversity: How Teachers Of Recently-Arrived Emergent Bilinguals Negotiate Ideological And Pedagogical Change, Laura Ascenzi-Moreno
From Deficit To Diversity: How Teachers Of Recently-Arrived Emergent Bilinguals Negotiate Ideological And Pedagogical Change, Laura Ascenzi-Moreno
Publications and Research
Although the number and diversity of emergent bilingual students is rising, this population is viewed as homogeneous rather than vibrant and eclectic. This case study explores how two secondary English as a New Language (ENL) teachers uncover the diversity of their recently-arrived emergent bilingual population through implementing translanguaging pedagogy, a strength-based vision of student language development. The findings indicate that teachers’ shifts in how they conceive of their students are intertwined with meaningful pedagogical changes.
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin
Journal of Pedagogy, Pluralism, and Practice
In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to …
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Journal of Pedagogy, Pluralism, and Practice
Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the …
Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager
Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager
Journal of Pedagogy, Pluralism, and Practice
This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical …
Reach For The Stars: Restructuring Schooling For Emergent Bilinguals With A Whole-Child, Arts-Infused Curricular Approach, Amy Gooden
Journal of Pedagogy, Pluralism, and Practice
This qualitative case study describes a two-year, multi-pronged university-urban school district partnership in Massachusetts sponsored by former Governor Deval Patrick’s Gateways Cities agenda to support an innovative middle school summer enrichment academy for emergent bilingual (EB) learners. The partnership between Boston University and Malden Public Schools aimed at improving EB student success through a whole-child, inclusive, community-arts- infused, content-based curriculum with field trips, guest speakers, conversation classes with bilingual university graduate students, and performing arts, fitness and wellness workshops; a comprehensive teacher training/coaching model; and parent education and community engagement experiences. This chapter examines the impact of the whole-child, community-arts- …