Language and Literacy Education Commons^™

Exploring Translanguaging And Identity Among Jordanian Graduate Students In Ontario, Mohamad Almashour

Electronic Thesis and Dissertation Repository

This study investigated the use of translanguaging strategies by Jordanian graduate students in Ontario, Canada, as a means of adjusting to the local language and culture. It further scrutinizes the influence of these practices on their identities. The study also probes into the potential opportunities and impediments that these students may encounter in higher educational establishments in Ontario.

Data collection was accomplished through semi-structured online interviews, which were subject to qualitative analysis to respond to the research queries. The analytical process was grounded in a theoretical framework combining sociocultural theory, critical literacy, and language ecology, thereby offering a profound understanding …

Accelerate Beginner English Learner’S Writing Skills From Day One, Eugenia F. Krimmel Ed.D.

Journal of English Learner Education

This article addresses the customary practice of delaying teaching of writing for Beginner English Learners (BELs) which often results in slowing writing development. Barriers preventing teachers from earlier writing instruction include a belief BELs cannot produce written English before learned orally first, a lack of teaching writing know-how, and few level-appropriate materials for older BELs. The systematic approach ALL Beginner Learners of English (ABLE) Writing Method is a solution to build both teachers’ confidence and BELs’ phonics, spelling, and writing skills from day one. The basic premise of the ABLE Writing Method is that if one is able to think, …

Translanguaging In World Language Higher Education, Alessia Barbici Wagner

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Increased global migration and a myriad of other social and political factors has made today’s universities more diverse than ever. As a result, teachers in higher education regularly find multilingual learners from a variety of different linguistic and cultural backgrounds in their classrooms and must consider this diversity in their teaching. One of the ways that teaching can better serve today’s multilingual and multicultural student population is through translanguaging. The objective of this dissertation is to investigate the intentional and unintentional use of translanguaging by multilingual language learners and world language instructors in higher education. Additionally, this qualitative case study …

Transtrauma: Conceptualizing The Lived Experiences Of Vietnamese American Youth, Khánh Lê

Journal of Southeast Asian American Education and Advancement

Drawing on empirical data from qualitative research I conducted with eight Vietnamese American youth in the Fall of 2020, this paper forwards transtrauma, a new framework for conceptualizing and understanding the lived experiences of Vietnamese American youth. The concept of transtrauma goes beyond the pathologizing of individual trauma, to examine how structures of domination inflict and extend trauma in marginalized communities, such as that of Vietnamese American communities. Transtrauma transcends the overt and linear focus on trauma as a single experience and the examination of how institutionalized violence by nation states shapes the experiences of Vietnamese Americans. This conceptualization …

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 …