Bilingual, Multilingual, and Multicultural Education Commons^™

Social Emotional Learning (Sel) For Secondary English Language Learners (Ells), Summer E. Wallace

Honors Projects

This literature review and unit plan seeks to understand what Social Emotional Learning (SEL) is and provide resources to educators on its importance in the classroom. The literature review provides an overview of peer-reviewed sources from various educational journals, as well as online publications. It also contains interviews with two educators currently in the field. This project examines the benefits of SEL within the classroom and beyond, and proposes steps and considerations for implementing SEL into the classroom. It also includes specific provisions for SEL instruction to secondary English Language Learners (ELLs). Additionally, it discusses specific strategies to implement in …

A Journey To The Midwest For Migrant Farmwork: Women's Testimonies Examining Their Lived Experiences Using Autoethnography And Plática Research Methodologies, Yesenia G. Alcalá

Theses & Dissertations

A JOURNEY TO THE MIDWEST FOR MIGRANT FARMWORK: WOMEN’S TESTIMONIES EXAMINING THEIR LIVED EXPERIENCES USING AUTOETHNOGRAPHY AND PLÁTICA

RESEARCH METHODOLOGIES

Yesenia Garza Alcalá, Master of Business Administration

University of the Incarnate Word 2026

The purpose of my research was to share the stories of five women who experienced a yearly migratory routine from Del Rio, Texas, to work in farms and factories in the Midwest, and how that annual journey shaped and educated us. The women are four of my older sisters and me, all of whom traveled and worked in the Princeville, Illinois, migrant camp, where we experienced the …

Exploring Servingness Through Bilingual Pedagogy, Yemin Sánchez

Bilingualism in Higher Ed Summit

No abstract provided.

B3 Research Guides: A Utrgv Library/Obi Collaboration, Charles Roush, Carlton Nelson, Andrés R. Amado, Andrew Portner

Bilingualism in Higher Ed Summit

No abstract provided.

Bilingualism In The Rio Grande Valley: Documentary Interview With Dr. Nelson Mata, Aidan Mata

Bilingualism in Higher Ed Summit

Dr. Nelson Mata is a physician who has conducted his practice of internal medicine for 32 years in the Rio Grande Valley. Originally living in Dominican Republic where he studied medicine, he went to fulfill his residency program in New York. This multicultural background has enabled him to speak both English and Spanish. As such, he began his practice here in the Rio Grande Valley where doctors who could speak Spanish were needed. He saw it as an opportunity to lend aid to the local Hispanic community with his bilingual communication skills. Through connecting with each patient by understanding, forming …

Performing Proficiency: Ethnodrama As Arts-Based Research In An Esl Acting Classroom, Angel M. Morales

Journal of English Learner Education

This study explores the use of ethnodrama as an arts-based research method and pedagogical tool in English as a Second Language (ESL) education. Drawing on the work of Saldaña, Salvatore, and Denzin, the project examines how performance can communicate lived experiences, foster language development, and promote social justice in multicultural classrooms. Based on interviews and observations of ESL students in an Acting I course, the resulting ethnodrama, What?! Acting?!, presents verbatim narratives that reveal learners’ identities, struggles, and resilience. The findings highlight how theatrical practice enhances linguistic fluency, self-expression, and cultural understanding, demonstrating the transformative potential of performance in …

A Franco-American University Collaboration: Oral Assessment With Cefr And Star, Nadia Yassine-Diab, Christina Torres University Of Central Florida, Aimee Schoonmaker

Journal of English Learner Education

This article describes the collaboration between faculty at two international
universities, one in France and one in the U.S., who partnered their students to practice and assess oral skills. Using computer-mediated communication with both synchronous and asynchronous elements, the collaboration provided a valuable opportunity for both groups to engage in pedagogically meaningful and structured exchanges integrated into coursework that mirror their future professional situations (O’Dowd et. al., 2020). More specifically, each semester, the U.S. TESOL students interview and assess French speaking English language learners using the Common European Framework of Reference (CEFR) and the Situation Task Action Results (STAR) interview …

Unlocking Affixes In The Esl Community College Classroom: The Language Of Law, Science, And Technology, Patricia George-Hunter Edd

Journal of English Learner Education

Since vocabulary plays a significant role in second language acquisition, expansive vocabulary targets should be set and pursued. This paper explores the results of introducing affixes to develop vocabulary and increase motivation for beginner to intermediate-level English language learners (ELLs) pursuing academic disciplines in law, science, and technology at a New York City community college. Participants included 23 ELLs with diverse linguistic, educational, and sociocultural backgrounds enrolled in an online synchronous Integrative Language Seminar (ILS) designed to develop all areas of English language proficiency. Pre‑, post‑, delayed tests, questionnaires, and post‑intervention interviews were conducted and analyzed to establish the language …

Math Language Acquisition And Improving English Language Learners’ Ability To Understand And Solve Math Word Problems, Crystal L. Gammon, Jillian Skelton

Journal of English Learner Education

The purpose of this qualitative study was to explore third- through fifth-grade teachers’ perceptions of effective vocabulary instruction and collaboration practices used to support English Language Learners (ELLs) in understanding, discussing, and solving math word problems. The problem addressed was that ELL students in rural southeastern U.S. school districts were not achieving mathematics proficiency at the same rate as their native English-speaking peers, particularly when solving word problems requiring academic language comprehension. The findings revealed that teachers viewed math vocabulary instruction as essential for closing academic gaps while also identifying vocabulary as a major barrier when it was not explicitly …

Making The Implicit Explicit For Multilingual Learners: A Language-Based Framework For Literacy Development, Luciana C. De Oliveira

Journal of English Learner Education

Literacy is fundamentally an act of meaning-making that requires bridging micro-level linguistic choices with macro-level text structures across genres. Current literacy policies dominated by Science of Reading (SoR) mandates often overemphasize isolated, word-level foundational skills. This narrow focus creates a one-size-fits-all model that reduces reading to the level of individual words, not appropriate for multilingual learners (MLs) who require access to dense, specialized disciplinary discourse. This article proposes an intentional, language-based literacy framework designed to build high-challenge, high-support classrooms for MLs without lowering academic expectations. Integrating genre-based pedagogy through the Teaching and Learning Cycle (TLC) with the mode continuum, the …

When Bilingualism Belongs: Language Recognition, Academic Context, And Sense Of Belonging Among Bilingual Stem Undergraduates, Cristina Lozano Argüelles

Bilingualism in Higher Ed Summit

No abstract provided.

Faculty And Staff Perspectives On Bilingualism In Higher Education: A Tale Of Two Hsis, Rosemary Barberet

Bilingualism in Higher Ed Summit

No abstract provided.

Literacy Activities To Prepare Mll Students For An Art Museum Visit, Marion J. Tate

Michigan Reading Journal

This article describes how I prepared newcomer Yemeni students to visit, understand, and learn from museums while also strengthening their English language development and cultural identity. Many students had limited English proficiency; however, they brought rich personal, family, and cultural knowledge into the classroom. To build on those strengths, I used literacy-based activities before, during, and after museum visits. These activities included shared and independent reading with e-books, pre-assessment charts, vocabulary development, guided discussions, reflective writing, collage-making, and student-led decision-making. Each strategy helped students practice English in meaningful ways while connecting museum content to memory, immigration, history, culture, and identity. …

Korelasi Foreign Language Anxiety Dengan Performansi Berbicara Bahasa Mandarin Peserta Didik Sma Laboratorium Universitas Negeri Malang, Kharisma Budi Setyawati, Lukluk Ul Muyassaroh, Herri Akhmad Bukhori

Journal of Language, Literature, and Arts

This study aims to describe the Mandarin speaking performance of eleventh-grade IBB students at the Laboratory High School of Universitas Negeri Malang and to examine the relationship between foreign language anxiety (FLA) and Mandarin speaking performance. A quantitative correlational design was applied to 24 students selected through total sampling. Anxiety levels were measured using an adapted Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986), while speaking performance was assessed through role-play dialogues scored with an analytic rubric. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a linearity test, and Pearson product-moment correlation. Students’ FLA fell into …

The Impact Of Code-Switching In Daily Conversation: An Inclusive Effort To Reduce Language Anxiety Among Arabic Education Students, Subhi Muhamad

Jurnal Pendidikan Humaniora

Abstract: This study examines the role of code-switching in daily conversation among Arabic Language Education students, focusing on its relationship with foreign language anxiety (FLA) and willingness to communicate (WTC). Using a qualitative approach, data were collected through observations and interviews involving 28 students. The findings indicate that code-switching functions as an adaptive communicative and psychological strategy that supports interaction, reduces anxiety, and increases speaking participation. However, excessive reliance on the first language may hinder linguistic accuracy. The study highlights code-switching as a form of psychological scaffolding in Arabic language learning.

Silence And Whispering In The L2 Pragmatics Classroom: Duoethnographic Insights From A Vietnamese Context, Duong Minh Tuan, Le Thi Diem Lan

The Qualitative Report

This article examined how silence and whispering shape participation in an L2 pragmatics course for English majors at a Vietnamese university. Using a duoethnographic approach, we, as lecturer–researchers and the sole participants in this study, engaged in written dialogic exchanges over a 12-week semester, drawing on salient classroom incidents and institutional texts as prompts. Our dialogues revisited scenes in which students were quiet or whispered in Vietnamese, and we interrogated our shifting interpretations of those moments in light of scholarship on silence, L2 pragmatics, and language policy. Four themes emerged. First, silence as calibrated participation showed how students strategically modulated …

Untold Mourning: The Epistemology Of Naming And Grieving The Loss Of Identities, Bao Diep, Verna Wong

Journal of Southeast Asian American Education and Advancement

This paper explores the epistemology of mourning through the lens of two Asian American scholars pursuing doctoral degrees at a Midwestern university. We examine how racialization in Midwestern educational institutions reflects a broader historical and cultural distancing from Vietnamese immigrants and refugees, despite a shared geopolitical past. Employing critical collaborative autoethnography as both method and remedy, we engage in a dialogic process of uncovering and understanding our collective memories and lived experiences. This approach empowers us to confront hegemonic narratives and reclaim our identities as immigrant scholars navigating predominantly white academic spaces.

Assessment Of The Potential Training Population Within Selected Neighborhoods In The City Of Chattanooga, Tennessee, Kathleen Bolter, Gerrit Anderson, Kyle Huisman

Upjohn Institute Technical Reports

This report provides a strategic analysis of the potential job training population of prime-age (25–54) “Recompete” residents within 14 identified census tracts in South and East Chattanooga, Tennessee. The data reveal a distinct population facing compounded physical and economic barriers that require a multisectoral approach beyond traditional skills training. The report offers neighborhood-specific strategies to improve stable employment through better access to training and other forms of transportation, childcare, and language assistance.

Development Of Reading Skill Material Using Book Creator For Eighth-Grade Students At Ma'had Al-Harby Batusangkar, Partomuan Harahap, Muhammad Yusuf Salam, Maratul Husna

Al-Arabi: Journal of Teaching Arabic as a Foreign Language

تتمثل مشكلة البحث في ضعف إتقان التلاميذ لمهارة القراءة بسبب غياب الوسائل التعليمية التفاعلية، واعتماد المدرّسين على الأساليب التقليدية كالمناقشة والسؤال والجواب. وتهدف هذه الدراسة إلى: (١) معرفة الحاجة إلى تطوير مادة مهارة القراءة باستخدام منشئ الكتاب Book Creator، (٢) تقييم صلاحية المادة المطوّرة، و(٣) قياس مدى عمليتها في الصف الثامن.اعتمدت الباحثة منهج البحث والتطوير (R&D) وفق نموذج 4D الذي يشمل: التحديد، التصميم، والتطوير. تم جمع البيانات باستخدام استمارات للتحقق من الصلاحية والعملية، وحُلِّلت كمياً بمعامل "أيكِن V"، ونوعياً بالتحليل الوصفي الكمي.أظهرت النتائج أن المادة المطوّرة باستخدام Book Creator حققت مستوى صلاحية عالياً، حيث بلغت النسبة المئوية العامة ٩٢.٥%، كما …

Promoting The Well-Being Of Refugee Students Through A Kawa-Guided Occupational Therapy Intervention: A Mixed-Methods Study, Suzanne Brederson, Heidi Baist, Jennifer E. Lape

The Open Journal of Occupational Therapy

Background: Refugee students newly enrolled in U.S. schools encounter academic, socialization, and mental health challenges because of trauma, language barriers, and cultural differences. Many have had limited or interrupted access to formal education in their home country. This study aimed to gain the perspectives of refugee students on their lived experiences and explore the impact of an occupational therapy intervention guided by the Kawa model on the well-being of this student population.

Methods: The researchers employed a convergent mixed-methods design. Refugee students (n = 8) created Kawa models, which provided rich, qualitative data. Participants completed pre and posttest surveys. Quantitative …