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Language and Literacy Education Commons™
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Articles 1 - 7 of 7
Full-Text Articles in Language and Literacy Education
Exploring The Relationships Between Grade, Gender, And Immigration Status On Reading Motivation Among Multilingual Elementary Students, Bong Gee Jang, Selena Protacio
Exploring The Relationships Between Grade, Gender, And Immigration Status On Reading Motivation Among Multilingual Elementary Students, Bong Gee Jang, Selena Protacio
The Language and Literacy Spectrum
In this study, we aim to address this gap by investigating how various individual learner characteristics such as grade level, gender, and immigration status affected upper-elementary school MLs’ reading motivation in English. To achieve the goal, we adopted a three-factor reading motivation model that includes three interrelated constructs (instrumental, integrative, and social motivation) based on factors which have been found to motivate individuals to learn a second or additional language. The sample for this survey research included 132 MLs in fourth-to-sixth grades from six schools in a Midwestern state. Findings indicate that while social motivation, which is prominent in the …
Beyond The Label: Multimodal Strategies For Working With Multilingual Learners, Reka C. Barton
Beyond The Label: Multimodal Strategies For Working With Multilingual Learners, Reka C. Barton
The Montana English Journal
This paper encourages teachers to move beyond the label of English language learner, and the possible connotations and limitations that may be associated with the designation, and instead expand their notions of the possibilities of working with linguistically diverse students. In this expansion, multimodality can serve as a basis for instructional strategies that would benefit multilingual learners and their classmates. Two strategies are offered, Visual Thinking Strategies and Talking Drawings. Both strategies move past the modes of reading and writing, and allow entry points via visual modalities which offers more opportunities for multilingual learners to access content and express themselves.
Culturally Responsive Strategies To Support Multilingual Learners, Liz Shanks, Mackenzie Weakland
Culturally Responsive Strategies To Support Multilingual Learners, Liz Shanks, Mackenzie Weakland
James Madison Undergraduate Research Journal (JMURJ)
Teachers must develop pedagogical practices to meet the needs of the growing number of multilingual learners in K-12 classrooms. Our inquiry- based research study analyzed ways that teachers can implement pedagogical strategies that are culturally responsive to multilingual learners. Thematic analysis of recent academic studies, class observations, and an interview with a language specialist affirm a set of culturally responsive instructional practices in the classroom that lead to the academic success of multilingual learners. These practices included teacher attitudes, translanguaging, and thinking routines to assist in English language acquisition. K-12 teachers, administrators, and community leaders working with multilingual learners can …
Strategies To Aid Multilingual Learners In Academic Language Acquisition In Elementary Science And Mathematics Classes, Mikayla Grumbacher, Sophia Sladic
Strategies To Aid Multilingual Learners In Academic Language Acquisition In Elementary Science And Mathematics Classes, Mikayla Grumbacher, Sophia Sladic
James Madison Undergraduate Research Journal (JMURJ)
This qualitative inquiry research study surveys academic language acquisition strategies for teachers of multilingual learners in elementary science and mathematics classes. We paired readings of recent peer-reviewed journal articles with video observations of three elementary school teachers and an interview with a Director of English as a Second Language for a county in Virginia. Thematic analysis helped us identify similar strategies across the different studies, classroom observations, and interview. Our findings suggest that utilizing sensory and interactive supports are especially helpful strategies for teachers seeking to help multilingual learners in academic language acquisition.
Collaborative Writing With Young Multilingual Learners, Loren D. Jones, Luciana C. De Oliveira
Collaborative Writing With Young Multilingual Learners, Loren D. Jones, Luciana C. De Oliveira
Journal of English Learner Education
Effectively teaching writing to multilingual learners (MLs) has been identified as one of the most prominent challenges currently facing educators. Collaborative writing has been identified as one promising pedagogical practice that responds to this challenge; however, little of the existing research focuses on the elementary level. This study seeks to address this gap in the literature, describing a design-based research study focused on collaborative writing with MLs in a diverse first-grade classroom. This paper showcases two iterations of collaborative writing, closely examining the how-to and opinion texts that two focal MLs produced with their peers. The evaluation of students’ writing …
Planning For Instruction Using A Language-Based Approach To Content Instruction For Multilingual Learners, Luciana C. De Oliveira, Destini Braxton, Jia Gui
Planning For Instruction Using A Language-Based Approach To Content Instruction For Multilingual Learners, Luciana C. De Oliveira, Destini Braxton, Jia Gui
Journal of English Learner Education
This article briefly describes a language-based approach to content instruction (LACI), an approach to content instruction for multilingual learners in general education classrooms that incorporates six Cs of support for scaffolding. The authors provide examples of classroom instruction by a fifth-grade teacher who used several elements of LACI in her instruction. A planning guide to assist implementation of these elements is proposed and concrete examples of how to plan for classroom instruction for multilingual learners are included.
A Functional Approach To Language Development For Dual Language Learners, Luciana C. De Oliveira, Ruslana Westerlund
A Functional Approach To Language Development For Dual Language Learners, Luciana C. De Oliveira, Ruslana Westerlund
Journal of English Learner Education
This article describes a functional approach to language development. This approach draws on functional linguistic perspectives to offer ways for teachers to identify language patterns to help dual language learners (DLLs) see how language works and engage them in exploring meaning in texts as they develop their linguistic repertories in more than one language. The authors contextualize the approach as part of the new WIDA Standards and present a case study to showcase how the functional approach can be used in dual language classrooms, with annotated science texts in English and Spanish.