Education Commons^™

Minority Languages, National State Languages, And English In Europe: Multilingual Education In The Basque Country And Friesland, Jasone Cenoz, Durk Gorter

Journal of Multilingual Education Research

This article focuses on minority languages in education in Europe in contexts where they are in contact with national state languages and English. Teaching minority language implies bilingual education because it is not about replacing the majority language, but to come ‘alongside’ or at ‘equal footing’. The cases of Basque and Frisian, comparing and contrasting their similarities and differences, are analyzed. Schools in these regions desire to go beyond bilingualism and to promote multilingualism as an important aim in education. The contribution of Ofelia García’s work to research in these contexts is discussed.

Top Ten Lessons Learned From Ofelia García: Researching, Teaching And Living From The Heart, Tatyana Kleyn, Kate Seltzer

Journal of Multilingual Education Research

For nearly forty years, the work of Dr. Ofelia García has steered not only the field of bilingual education, but also Spanish language education, teaching English to speakers of other languages, and sociolinguistics. As our professor, mentor, colleague, and friend, Dr. García has taught us many powerful lessons. Here, we describe ten of these, including some pertaining to academic and theoretical contributions, as well as some related to advocacy work in multilingualism. We conclude by describing the impact she has had on diverse academic fields through the CUNY-NYSIEB research project, in which she has mobilized her passions to promote educational …

Ofelia García: A Visionary Thinker, Christine Hélot

Journal of Multilingual Education Research

As a tribute to Professor Ofelia García’s visionary thinking on bilingual education, this article relates the reflexive journey of a French academic whose research was profoundly influenced by her scholarly work. The notion of power is the running thread through which four main themes in Ofelia García’s approach to research are discussed in relation to their relevance in the French educational context: The power of imagination, the power of naming, the power of multilingual critical language awareness for teacher education, and the power of translanguaging. In this article, I argue in favor of thinking beyond one’s epistemological borders and illustrate …

Teacher Attitudes Toward The Principal Of Multilingual Education: Advancing Research On Mother-Tongue Education In Turkey, Hasan Aydin, Fatma Dogan

Journal of Educational Research and Practice

The purpose of this study is to examine the attitudes of teacher toward heritage (mother tongue) languages based multilingual education and based on these findings to determine how teachers within public school settings perceive multilingual education. The sample comprised 150 teachers employed in public schools in Turkey. The survey method was used in this study, which used a 5-point Likert-type scale based on the multilingual education attitudes. The scale included 25 items and was prepared through the SurveyMonkey database. The survey was designed to determine the attitudes of teachers on heritage-language–based multilingual education and was conducted through the snowball sampling …

Cruzar Fronteras Em Espaços Acadêmicos: Transgressing “The Limits Of Translanguaging”, Brendan H. O’Connor, Katherine S. Mortimer, Lesley Bartlett, María Teresa De La Piedra, Ana Maria Rabelo Gomes, Ariana Mangual Figueroa, Gabriela Novaro, Marjorie Faulstich Orellana, Char Ullman

Publications and Research

Scholarship on translanguaging and related concepts has challenged traditional assumptions about how people use their multiple languages, urging us to move beyond the boundaries of named linguistic codes and toward conceptualizations of multilingual language use as flexible use of a speaker’s whole linguistic repertoire. Critiques of this theoretical shift have included assertions of translanguaging’s conceptual and practical limits—limits to its transformative potential as well as limits to its practical use. This paper takes up, in particular, the question of why we academics may assert the value of translanguaging in schools and communities while still largely failing to move beyond monoglossic …

Celebrating Linguistic Diversity: Learner Languages As A Resource For Growth, Amy Lightfoot

Teacher India

Many classrooms across the globe have learners coming from different language backgrounds. This article discusses multilingual approaches that teachers can use within the classroom.

“…4542 Miles From Home…”: Repositioning English Language Learners As Power Brokers And Teachers As Learners In The Study Abroad Context, Kenneth J. Fasching-Varner, Michaela P. Stone, Roberto Mora Mella, Francisco Olave Henriquez, Macarena Yacoman Palma

Teaching and Learning Faculty Research

This article provides an empirical context for the role that bi/multi-lingual children and families may play in supporting pre-service and in-service educators engaging difference through a literacy and language situated study abroad internship in Chile. Drawing on data over a 15-year longitudinal study of the program, the authors examine how students and parents navigate serving the role of teacher, whereas the teacher participants navigate a new role as a learner in a context where they, many for the first time, experience being language and cultural minorities.

Encouraging Languages Other Than English In First-Year Writing Courses: Experiences From Linguistically Diverse Writers, Alyssa G. Cavazos

Writing and Language Studies Faculty Publications and Presentations

First-Year Writing (fyw) courses are ideal writing spaces where students' diverse identities and language resources can flourish for specific rhetorical purposes. While research has focused on multilingual students' language and writing practices, little attention has focused on self-identified multilingual students' perceptions of language difference in fyw. Because fyw courses are an integral space in students' writing experiences and an ideal place to counter English-only ideologies, this article focuses on self-identified multilingual students' perceptions of how they negotiate language practices in academic contexts in higher education and how they perceive the role of languages other than English in fyw. Self-identified multilingual …

Creating A New Normal: Language Education For All, Aleidine J. Moeller, Martha G. Abbott

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Challenge: Language educators play a significant role as agents of change both within our classrooms and beyond. How can we position languages and help policy-makers and administrators at the local, state, and national levels to value multilingualism and multiculturalism as an integral and essential part of every learner’s education? What will that “new normal” look like?

Abstract: How close are we to the reality of all students having the opportunity to learn another language and gaining support for these efforts from the general public? The answer has a long history, which we point out by referencing articles that span the …