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Language and Literacy Education Commons™
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Articles 1 - 17 of 17
Full-Text Articles in Language and Literacy Education
La Comunicación Lingüística En Español Y Sus Barreras En El Sistema De Salud De Los Estados Unidos, David Sánchez-Jiménez
La Comunicación Lingüística En Español Y Sus Barreras En El Sistema De Salud De Los Estados Unidos, David Sánchez-Jiménez
Publications and Research
La enseñanza del español con fines médicos en los Estados Unidos ha experimentado un crecimiento exponencial en las dos últimas décadas. Sin embargo, los pacientes de origen hispano se encuentran desprotegidos ante las barreras lingüísticas que impone el sistema de salud estadounidense en muchos contextos monolingües y bilingües. Esta investigación descriptiva muestra como, por un lado, los malentendidos producidos por la comunicación ineficiente desarrollada por intérpretes e intermediarios (familiares, enfermeras con conocimientos de español, facultativos con una preparación lingüística deficiente, etc.) tienen serias repercusiones para la salud en el tratamiento de los casos. Por otro lado, el estudio da cuenta …
Family Literacy And Engagement: A Framework, Hannah Wells
Family Literacy And Engagement: A Framework, Hannah Wells
Mahurin Honors College Capstone Experience/Thesis Projects
The purpose of this project was to construct a framework for a family literacy program that would inform parents of Native English Speakers and English Learners on literacy practices and allow time for families to practice literacy together. The family literacy program consists of three sessions, each comprised of a 20-minute presentation to parents and a 30-minute parent-child literacy activity. Each session covered a different topic: early literacy practices, technology and literacy, and advocating for student success. The program was implemented in an adult literacy center, where parents who attended classes at the center and parents in the …
Supporting Newcomer Students: A Chicago-Specific Exploration Of Social And Emotional Learning Initiatives, Lincoln Hill
Supporting Newcomer Students: A Chicago-Specific Exploration Of Social And Emotional Learning Initiatives, Lincoln Hill
Center for the Human Rights of Children
Due to the large number of immigrant children and families within its borders as well as its sanctuary jurisdiction, the city of Chicago serves as an ideal case study towards investigating specialized services for one of its most vulnerable subpopulations of children, primarily the development needs of its immigrant children. The desired outcome for this non-exhaustive research brief is to provide empirical evidence and best practices for Chicago community and school specialists seeking to support the social and emotional needs of their newcomer student population.
Creating A New Normal: Language Education For All, Aleidine Kramer Moeller, Martha G. Abbott
Creating A New Normal: Language Education For All, Aleidine Kramer Moeller, Martha G. Abbott
Department of Teaching, Learning, and Teacher Education: Faculty Publications
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 50‐year history of Foreign Language Annals. From the 1979 President’s Commission on Foreign Language and International Studies report under President Jimmy Carter to the recent article by Kroll and Dussias (2017) on the benefits of multilingualism, this article tracks ACTFL’s advocacy efforts over the years. Most recently, the 2017 launch of the Lead with Languages public awareness …
Making Interactions Between Domestic And International Students Meaningful, Yukari Takimoto Amos, Nicole Rehorst
Making Interactions Between Domestic And International Students Meaningful, Yukari Takimoto Amos, Nicole Rehorst
All Faculty Scholarship for the College of Education and Professional Studies
The purpose of this practitioner narrative is to identify ways in which meaningful interaction can take place between English learners (ELs) and domestic students in a university setting. In order to learn English effectively, ELs require situations in which they can participate equally in an interaction with a domestic student capable of modifying their English so that it is comprehensible. We created a series of joint classes between teacher candidates and Japanese exchange students in an ESL class. In the class, the first author instructs the teacher candidates on strategies for teaching content to ELs. Second, the teacher candidates teach …
Fiqws Language And Literacy: Mine/Yours/Ours/Theirs, Missy Watson
Fiqws Language And Literacy: Mine/Yours/Ours/Theirs, Missy Watson
Open Educational Resources
This syllabus is for a Freshmen Inquiry Writing Seminar, which is a two-section, collaboratively taught course wherein one of the two courses engages students in critical thinking, reading, and writing about the issue of language and literacy, while the other introduces students to conventions of academic writing and mentors them in social and rhetorical writing processes. Thus, this course draws on the topic of language and literacy as a vehicle for critically analyzing students' own languages and literacies and developing especially their academic and information literacies.
Supporting English Language Learners Inside The Mathematics Classroom: One Teacher’S Unique Perspective Working With Students During Their First Years In America, Amy Marie Fendrick
Supporting English Language Learners Inside The Mathematics Classroom: One Teacher’S Unique Perspective Working With Students During Their First Years In America, Amy Marie Fendrick
Research and Evaluation in Education, Technology, Art, and Design
Reflecting upon my personal experiences teaching mathematics to English Language Learners (ELL) in a public high school in Lincoln, Nebraska, this essay largely focuses on the time I spent as the only Accelerated Math teacher in my school building. From 2012 – 2017, I taught three different subjects at this high school: Advanced Algebra, Algebra, and Accelerated Math. This essay highlights why I chose to become a math and ELL teacher, as well as the challenges, issues, struggles, and successes I experienced during my time teaching. I focus on the challenges I faced teaching students who did not share my …
The Effects Of Code-Mixing On Second Language Development, Aimee K. Spice
The Effects Of Code-Mixing On Second Language Development, Aimee K. Spice
Linguistics Senior Research Projects
Second language development is an important topic of discussion in an increasingly multilingual world. This study aims to examine and detail research on the effects of code-mixing (CM) on second language development, answering how CM facilitates or constrains second language acquisition. Peer-reviewed articles on the topic published between 2013 and 2018 were examined and synthesized. Language learners/multilinguals answered questionnaires about their views on CM and second language acquisition, and a language teacher was interviewed regarding use of L1 in the language classroom and CM as a pedagogical tool. This study found that CM can be a beneficial tool for language …
Lumos Literacy: Utilizing Harry Potter As A Guide For English Language Learners, Kayla Punt
Lumos Literacy: Utilizing Harry Potter As A Guide For English Language Learners, Kayla Punt
Honors Theses
This research paper and project looks at teaching literacy in a 9th grade Standard English classroom with accommodations for high-level English Language Learners through JK Rowling’s Harry Potter and the Sorcerer’s Stone. It explores three schools of thought surrounding ESL education: transitional bilingual education, developmental bilingual education, and two-way immersion, and then uses this information to guide a full unit plan, complete with assessments, a lesson map for 20 days, and two appendixes of lesson plans. Drawing inspiration from Parker Palmer (1997), Lourdes Ortega (2013), and Kylene Beers (2003), the unit focuses on the engaging elements of Harry Potter …
Integrating Multiple Instructional Mediums To Teach Critical Literacy With The Adult Linguistically Diverse Learners, Kaemanje Thomas
Integrating Multiple Instructional Mediums To Teach Critical Literacy With The Adult Linguistically Diverse Learners, Kaemanje Thomas
Publications and Research
Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly …
Teaching Global Literature To “Disturb The Waters”: A Case Study, Kelly K. Wissman
Teaching Global Literature To “Disturb The Waters”: A Case Study, Kelly K. Wissman
Literacy Teaching & Learning Faculty Scholarship
Within this qualitative case study, I describe how a fifth-grade teacher in an affluent and culturally homogenous school attempted to “disturb the waters” through teaching global literature. Framed by transactional theories of response and critical language awareness, I identify three central pedagogical moves that supported disruptions of students’ assumptions and beliefs: (1) inviting students to share their aesthetic transactions, (2) privileging multiple perspectives and genres, and (3) calling attention to language choices as a central line of inquiry. I argue that both transactional and critical approaches to literacy and language are necessary in order to move students beyond disinterested and …
Language Attitudes In Algeria, Kamal Belmihoub
Language Attitudes In Algeria, Kamal Belmihoub
Publications and Research
No abstract provided.
From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco
From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco
Faculty Publications
National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of profficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having specific learning disabilities, using a Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) model. In so doing, we argue that instructional practices consistent with a robust Tier 1 framework are beneficial to emergent bilinguals with and without learning disabilities while differentiating Tier 2 and 3 interventions may improve outcomes for emergent bilingual …
Creating An Interactive Virtual Community Of Linguistically And Culturally Responsive Content Teaching For English Learners In A Tesol Program, Sujin Kim, Kim Song, Sarah Coppersmith
Creating An Interactive Virtual Community Of Linguistically And Culturally Responsive Content Teaching For English Learners In A Tesol Program, Sujin Kim, Kim Song, Sarah Coppersmith
Educator Preparation & Leadership Faculty Works
This qualitative case study was framed by an experiential learning approachorganized around video resources and linguistically and culturally responsivecontent teaching. The study explored an overarching research question: How didteacher-learners in a grant project interact with a multimedia learning platformthat combined teaching video and VoiceThread presentation, called VT project,designed to enhance their linguistically and culturally responsive content teaching(LCRCT) for English learners (ELs)? Data included participants’ VT projects,online and face-to-face class discussions, survey results, and final reflective papersin two TESOL courses as part of a National Professional Development grantprogram in a Midwestern University. Analyses demonstrated that the technologyassistedcourse design generally promoted a …
Using Multiple Instructional Mediums To Foster Critical Literacy Skills With The Adult Lingusitic Diverse Learner, Kaemanje Thomas
Using Multiple Instructional Mediums To Foster Critical Literacy Skills With The Adult Lingusitic Diverse Learner, Kaemanje Thomas
Publications and Research
Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher dropout rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States, prepare assessments tests in reading and mathematics for most, if not all, newly admitted …
Coloniality, And Subalterns In The Colombian English Language Teaching Policy: De-Silencing Teachers As Policy Actors, Rosa A. Medina Riveros, Theresa Y. Austin
Coloniality, And Subalterns In The Colombian English Language Teaching Policy: De-Silencing Teachers As Policy Actors, Rosa A. Medina Riveros, Theresa Y. Austin
College of Education Working Papers and Reports Series
The Colombian government has designed language policies to increase the level of English- Spanish bilingualism in the last decades. In 2014, the Colombian government launched 'Colombia: Very Well', the National Plan of English (NPE) that was created in consultancy with a private firm This study explores the English Language policy in Colombia through postcolonial sociology analyzing coloniality, imperialisms and subalternities and the connections across transnational agencies (macro- level), national actors (meso-level), and classroom teachers' enactments of the policy (micro level). It calls for de-silencing teachers and recognizing them as knowledgeable policy actors.
“What Makes Me Who I Am?”: Using Artifacts As Cosmopolitan Invitations, Tiffany A. Dejaynes
“What Makes Me Who I Am?”: Using Artifacts As Cosmopolitan Invitations, Tiffany A. Dejaynes
Publications and Research
As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she helped design and found students using artifacts to investigate personal identity and create community