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Journal of Multilingual Education Research

No abstract provided.

Notes On Contributors To This Volume

Journal of Multilingual Education Research

No abstract provided.

Liberating Instruction: A Critical Bilingual Literacy Approach For Latinx Students, Anel V. Suriel

Journal of Multilingual Education Research

This article reviews Dr. Carla España and Dr. Luz Yadira Herrera’s En Comunidad: Lessons for Centering the Voices of Experiences of Bilingual Latinx Students. Though a critical bilingual literacies approach, the language practices, experiences and cultural histories of Latinx students are centered for literacy instruction in grades 3-8. Before instruction begins, the authors support educational practitioners in creating equitable educational and language stances that hold students’ language practices in a strength perspective. Each chapter that follows details and explains a thematic unit of student that guides educators in creating lessons based on students’ experiences and are summarized within this review. …

Listening To Latinx Students Through Translanguaging, Patricia Velasco

Journal of Multilingual Education Research

"Are you listening to me?” We often hear this question in classrooms where teachers are aiming to garner the students’ attention. Listening is also emphasized in the Speaking and Listening Common Core State Standards as well as in the Next Generation Learning Standards. It seems that the students are the ones expected to do all the listening while teachers do most of the talking.

“They Make Me Who I Am Today”: A Science Teacher’S Narrated Positioning, Agency, And Mediated Pedagogy With Multilingual Students, Min Wang

Journal of Multilingual Education Research

Informed by theorizing positioning and agency, this article presents a case study by examining a science teacher’s positioning acts and her agency development in a middle school in New York City. An analysis of this teacher’s teaching narratives reveals that when she positioned her emergent multilingual students as “whole people,” who had social, cultural, emotional, and linguistic needs, she utilized their lived experiences as inspirations and resources to modify and inform instruction. The mediated pedagogy, developed by considering her students’ complicated and frustrating realities outside of the classroom, made them feel greater self-worth and valued, and encouraged them to persevere …

Oral Vocabulary Instruction Practices Of Teachers Of Nonacademic Adult English Language Learners, Carol Cochi

Journal of Multilingual Education Research

The number of non-academic adults who need English as a second language (ESL) classes is ever increasing, yet little is known about the instructional practices used to teach this population of learners. The focus of this article is to describe an exploratory single case study of the instructional practices used by teachers in a nonacademic adult English as a second language (NAESL) program. Specifically, the study looked at vocabulary instruction teachers employed with beginner-level adult ESL students. The data was collected using questionnaires, classroom observations, and post-observation interviews with the teachers. The findings show that teachers used two categories of …

Silencing Students' Voices In An Era Of Academic Language, Aida Nevárez-La Torre

Journal of Multilingual Education Research

No abstract provided.

Investigating The Enactment Of Core Teaching Practices For Multilingual Learners Across Teaching Contexts: A Case Study, Nancy Dubetz, Jennifer Collett

Journal of Multilingual Education Research

Scholarship in language education has produced a specialized knowledge base for educating multilingual learners (MLs) that encompasses what teachers should know, i.e., the knowledge of learning a new language, and what teachers should be able to do with this knowledge in the classroom, i.e., effective pedagogical practices. In this article, we argue that it is important to identify pedagogy that has been proven to be effective in educating MLs and explore ways to engage pre-service and practicing teachers in using it in the classroom. We present examples of two specific core-teaching practices derived from research in language education and explore …

Revisiting Attitudes Towards English In Cameroon And The Rush For Emi: Positioning Education For All Vision, Eric Enongene Ekembe

Journal of English Learner Education

The rush to English and English medium education (EMI) is fashionably a global tendency, and research in the domain has extensively explored the effects of such rush on social justice, quality education, economic and power dynamics across contexts. Given the multifaceted challenges related to the provision of English and accessibility to EMI, the relationship between UNESCO’s Education For All vision and access to English tends to be complicated. This paper examines the commonly-stated quest for English in Cameroon with a focus on attitudes towards English and EMI. The purpose is to understand the interface between the rush to EMI and …

Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore

Journal of English Learner Education

With increasing student diversity across our nation, there is a growing need to scale up educational innovations related to building holistic relationships. Many students in K-12 public schools enter educational settings with uncommon and nontraditional ways of building and developing longitudinal relationships that allow students to thrive and not just survive. Specifically, teachers/educators feel ill-equipped and ill-trained to adequately support the increasing number of English learners(ELs) and Exceptional education students (specifically Students of Color (SOC) with emotional and behavioral disorders) identified in inclusive classrooms. Thus, there remains an urgent need to share uncommon and non-traditional strategies to develop and build …

Analysis Of Elementary School English Teachers’ Perceptions Of And Design For Differentiated Reading Instruction, Chin-Wen Chien

Journal of English Learner Education

This study explored the influence of a course in an endorsement program on 22 elementary school Taiwanese English teachers’ perceptions of and designs for differentiated reading instruction. Based on the data analysis of the questionnaire, peer- and self-evaluation, and final projects, this study has two major findings. First, participants gained competence in research-based instructional strategies and approaches for differentiated reading instruction through the endorsement program. Tiered assignments were the most popular activities designed by the participants for differentiated reading instruction. Secondly, their self-efficacy gained in terms of improving their learners’ reading performance and solving their reading problems. This study suggested …

Multilingual And Multicultural Education: The Intersectionality Of Culture Mindset And Instructional Practices, Brendon Thiry, James P. Concannon

Journal of English Learner Education

The new mainstream classroom is both multilingual and multicultural. How prepared are teachers to work with English language learners and students with interrupted or informal education? This study aimed to determine if teacher growth mindset and cultural competency significantly predicted teacher’s use of responsive teaching practices with English language learners. Utilizing a multiple regression model, growth mindset and cultural competency did not predict teacher’s use of responsive teaching practices. However, by conducting an itemized analysis of the cultural competency survey, certain items stood out as potential predictors of responsive teaching practices. Results from this study suggest that the cultural competency …

Language Assessment Literacy: Analyzing The Perspectives Of Mainstream Teachers Toward English Learners, Tunde Szecsi, Janka Szilagyi

Journal of English Learner Education

This qualitative phenomenological study explores mainstream classroom teachers’ language assessment literacy as it relates to English learners. In Southwest Florida, Fifty-five teachers were interviewed about their knowledge and use of English language proficiency assessments in mainstream classrooms. We conducted content analysis of the individual interviews and field note data. The findings indicated that teacher’s knowledge of language proficiency assessments includes: (a) awareness of language proficiency assessments, (b) one size fits all: misuse of content assessment, (c) language proficiencies confined solely to reading skills, and (d) preference for formative assessment. Findings also indicated that teachers’ limited use of language assessment results …

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.

Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.

Journal of English Learner Education

An increase in the English learner (EL) population is evident in public schools throughout the United States. Academic achievement gaps between ELs and non-EL peers persist from early childhood through the post-secondary level (Florida Department of Education, 2019c). The gap in the literature is the lack of studies analyzing the language acquisition of ELs enrolled in dual language programs to narrow the achievement gap of ELs. Transformative Learning Theory and the Dynamic Systems Theory are the foundation of the theoretical framework. Key research questions seek data on the relationship between standardized assessments measuring language acquisition and academic performance of third-grade …

Why Parents Chose To Send Their Children To Irish-Medium Immersion Preschools: Learning From Parental Choice Strategies In Celtic Countries, Maire Mhic Mhathuna, Fiona Nic Fhionnlaoich

Articles

This study investigated the reasons Irish parents chose to send their children to Irish-medium preschools settings over other forms of early childhood education. The international literature on parental decision making regarding childcare and relevant studies on immersion education in Celtic countries were reviewed. A parental questionnaire, informed by this literature, was distributed through selected immersion settings in Ireland. Social and cognitive development were the main reasons parents cited in regard to early childhood education and an interest in the Irish language and bilingualism along with the good reputation of the immersion preschool were the reasons they chose immersion preschooling. Comparisons …

Strategies Utilized By Speech-Language Pathologists When Treating Speech-Language Disorders In Children Who Are Bilingual, Julianne L. Monceaux-Visser

Dissertations, Theses, and Projects

In the state of Minnesota, more children who use a language other than English were reported to speak English less than “very well” (U.S. Census Bureau, 2020). There was neither a “gold standard” (Verdon, McLeod, & Wong, 2013), nor Preferred Practices (ASHA, 2020) for the treatment of speech-language disorders for children who were bilingual. The current study investigated the practices for treating speech-language disorders in this population by SLPs employed in schools in a region of west-central MN and eastern ND. Using an interpreter, and explicit instruction on targeted language skills were the most common clinical approaches utilized. The child’s …

Pathway Provider Programs: The International Student Experience, Aaron A. Mendez

Capstone Collection

As part of their commitment towards internationalization, many higher education institutions seek new recruitment practices to increase international student enrollment, to both enhance cultural diversity and increase the potential for revenue. Partnering with third-party pathway providers offers international students an opportunity to refine their English language skills, all while taking for-credit-bearing academic courses that ultimately prepare them for their second year upon matriculating into their degree-seeking programs. One difference between direct-entry international students and pathway program international students is the additional level of support for the latter.

This study explores the following research question: What are the experiences of international …

La Carranga Como Identidad Cultural Local Y Regional Del Departamento De Cundinamarca Y Boyacá– Colombia, Karen L. López

Honors Program Theses and Projects

“Somos hablares, historias copla, canto y poesías, eso es lo que les traemos, eso es la carranguerita, sinfónicamente hablando, un canto hermoso a la vida”. Estas son las palabras con las que inicia algunas de sus presentaciones en público Jorge Velosa, el hombre más influyente y reconocido de la música carranguera. Este ritmo musical es muy importante porque por medio de su letra expresa ideas, valores, y lazos de identidad únicos de la comunidad campesina. También, es un estilo de música colombiana que busca la sonrisa de la gente, muestra cómo convivir en paz con la naturaleza, y es la …

Linguistic Inclusion And Language Acquisition: An Analysis Of A Spanish Reading Group, Daisy Barragan

Education | Master's Theses

This research explored the impacts of a linguistically inclusive Spanish reading group on student learning outcomes. This research took place at an elementary school in Marin, which consists of a large Spanish speaking and rural community of third and fourth graders. The research takes into consideration grouping methods (Oakes, 2005), Critical Race Theory (Solórzano & Yosso, 2002), and Schema Theory (Rumelhart, 2017) with regard to a Spanish classroom, in order to reimagine educational structures and instructional approaches. Through Spanish reading group sessions, interviews with adult stakeholders, and a student participant focus group, it is evident that all groups believe that …