Bilingual, Multilingual, and Multicultural Education Commons^™

New Book: Research And Reflections On Southeast Asian American Education And Advancement, Wayne E. Wright, Vikrant Chap, Phitsamay S. Uy, Chhany Sak-Humphry, Vichet Chhuon, Bryan Thao Worra

Journal of Southeast Asian American Education and Advancement

This book is in commemoration of the twentieth anniversary of the Journal of Southeast Asian American Education and Advancement (JSAAEA) and the fiftieth anniversary of Southeast Asian American refugee resettlement in the United States. Pivotal research articles, reviews, and creative works from past issues of JSAAEA have been selected for this volume to document the history and experiences of Cambodian, Laotian, Hmong, and Vietnamese Americans since initial refugee resettlement began in the United States in 1975, as well as the experiences of more recent Southeast Asian immigrant and refugee groups. Reviews of academic books, novels, memoirs, children’s books, and motion …

The Effects Of Study Abroad Programs On Second Language Acquisition (Sla), Isabel Odewald

NEXUS: The Liberty Journal of Interdisciplinary Studies

As study abroad programs have increased annually by 10%, numerous researchers have examined how participation in study abroad programs have affected second language acquisition (SLA) in students (Isabelli-Garcia, et. al, 2018). Reviewing previous literature evaluating the relationship between study abroad programs and undergraduate students overall academic achievement, personal growth, and career preparation, it has been found that study abroad programs impact students academically, emotionally, and cognitively. Specifically focusing on factors such as the duration of study abroad programs, personality of students, students’ motivations, and engagement with peers abroad, the current literature review provides explanations of relevant SLA theoretical frameworks and …

Second-Language Selves, Predictors, And L2 Learning Experience: An Explanatory Mixed-Method Study Of Chinese Stem Students' English Learning Motivation, Zhiqing Lin, Yue Zhang

Journal of English and Applied Linguistics

Drawing upon the model of the L2 Motivational Self System (L2MSS), this explanatory mixed-method study examined STEM students’ future L2 selves as guiding their motivated experiences. It first proposed a validated structural equation model of 480 participants’ future L2 selves through a large-scale survey. The SEM model highlights the predictive power of attitudes, anxiety, family, and ethnocentrism towards Ideal and Ought-to L2 selves. The model also investigates the moderating effect of gender and first language on the predictive relationship. Then, the study explored the motivational trajectories of five selected survey respondents and how they negotiated their L2 selves across time. …

Interactive Read-Alouds Of Translingual Texts As A Catalyst For Literacy Engagement Among Emergent Bilingual Elementary Students: A Case Study, Anna Handy

Electronic Theses and Dissertations

While the population of emergent bilingual students continues to increase in U.S. schools, the teaching force remains predominantly White and monolingual, with many educators underprepared in how to support emergent bilingual students’ literacy development or sustain their diverse linguistic practices. This is reflected in longstanding gaps in performance between monolingual and multilingual students on standardized assessments of reading. The purpose of this qualitative case study was to explore one possible approach to increase emergent bilingual students’ engagement during and response to literacy instruction: interactive read-alouds of children’s books that incorporate translanguaging. This study sought to describe and interpret how emergent …

Paving The Way: Cultural Relevance In College And Career Readiness Programs, Jacqueline Turner

Electronic Theses and Dissertations

Students of color face persistent educational and systemic barriers that impact their success in college and career readiness (CCR) programs. Standardized approaches to CCR often fail to address the cultural identities, lived experiences, and needs of diverse learners (Castro, 2013; Malin et al., 2017; Welton & Martinez, 2014). Guided by the theoretical framework of Culturally Relevant Pedagogy, with the extension of Culturally Sustaining Pedagogy, this instrumental case study investigates how one CCR initiative—the Legacy Scholars Program (LSP), implemented by a Western Urban School District—integrates culturally responsive practices to better serve students of color. Through interviews, observations, and artifact analysis, this …

Cogniti Project: Ai-Augmented Teaching And Learning, Colin N. Webber Dr

Staff Scholarship - Australia & Dubai

The presentation explores two use-cases for custom AI agents in classrooms, notably a reflective practice trainer and a role-play agent with a "neurodiverse persona". "Ralph" and "Blue" were developed by the author to introduce concepts of AI as collaborator rather than "answer machine".

Toward Culturally Responsive Interpretation: Native American Histories, Lifeways, And Ways Of Knowing At The High Desert Museum, Carol Fitzsimmons, Ajena Cason Rogers

Dissertations

Many public museums and historic institutions reflect settler colonial culture and are primarily non-Native led. Although these institutions are trusted, many have perpetuated cultural harm through the theft of belongings, the misrepresentation of stories and histories, and the inaccurate portrayals of cultural content. When interpreting Native American experiences, many non-Native institutions struggle to co-create culturally responsive interpretation. The purpose of this basic qualitative study was to apply the four-truth framework, developed by the South African Truth and Reconciliation Commission, to better understand how the High Desert Museum approached the interpretation of Native American content and stories and to explore how …

Refugee Student Perspectives On Educators’ Role In Fostering Resilience In U.S. Schools, Ann Marsh, Clementine Msengi, Sandra Harris

Tapestry: Journal of Research in Education

This qualitative study focused on five individuals who arrived in the United States either as refugees from conflict areas or as asylum seekers already residing in the country. The refugees were from Afghanistan, and the asylum seekers were from Iran. The researchers employed a phenomenological approach to conduct in-depth interviews with refugees, asylum seekers, and parents of such students, all of whom had experienced attending school after their arrival in the United States. The research question explored the role of teachers, instructors, and professors in fostering resilience among refugee students. Consistent with existing literature, the findings indicated that the teachers' …

Understanding The Persistence And Retention Factors Among First-Generation Online College Students: A Comprehensive Study, Lakeeta Q. Prunty, Tana Palafox

Tapestry: Journal of Research in Education

This qualitative descriptive study examined the impact of internal institutional support on retention, as perceived by first-generation Black, Indigenous, and People of Color (BIPOC) online undergraduate students at a private Christian university. Institutional support encompasses academic advising, tutoring services, mental health counseling, career guidance, financial aid, diversity and inclusion programs, faculty support, and technological resources for online learning. The virtual learning environment presented unique challenges, particularly for first-generation BIPOC students, who navigate multiple layers of identity requiring specialized institutional support. Factors influencing online student attrition, including school policies, instructional methods, and personal circumstances, warrant collaboration among administrators, advisors, and faculty …

Ensuring Success And Retention: A Review Of Key Factors For Diverse Online Scholars, Leila Romeo, Cicely Ward, Jesiah Brock

Tapestry: Journal of Research in Education

The widespread adoption of online learning in higher education necessitates a critical understanding of factors that promote the retention and academic success of diverse student populations. This paper provides a synthesis of existing research investigating the numerous elements that influence the educational experiences of distinct student cohorts, with a particular focus on literature pertaining to non-traditional Latina students in postsecondary online learning environments. This review critically examines established scholarship to comprehend the array of challenges and prospects these students encounter, identifying critical determinants of their academic trajectories as established in prior studies. Key determinants frequently cited in the literature include …

Online Learning And Private Christian Hispanic Serving Institutions: A Narrative Review Of The Literature, Daniela A. Hernandez, Brandi R. Munoz, Stephanie Ferrell

Tapestry: Journal of Research in Education

This narrative literature review explores the intersection of Hispanic Serving Institutions (HSIs), online education, and the role of private Christian universities in addressing educational disparities for Hispanic students. It synthesizes existing research on the challenges Hispanic students face in higher education, including financial barriers, limited digital access, underutilization of student support services, and institutional identity issues. Drawing on social capital theory and student engagement theory, this review highlights how HSIs, particularly private Christian institutions, can develop culturally responsive initiatives and leverage federal Title V funding to support Hispanic learners. The paper also examines emerging efforts such as the “Seal of …

Authentic Leadership’S Impact On Black Student-Athletes’ Identity And Persistence, Edward Raimundi Iii, Chanel M. Bradden, Erika Stanley Wesley

Tapestry: Journal of Research in Education

This mixed-methods study examined the role of authentic leadership in shaping the identity development and persistence of Black student-athletes within collegiate athletic programs. Despite growing research on student-athlete experiences, a critical gap remains in understanding how leadership characterized by transparency, self-awareness, and ethical behavior influences Black athletes’ self-perception, resilience, and ability to navigate academic and athletic challenges. Drawing on surveys (Authentic Leadership Questionnaire) and semi-structured interviews with sports administrators and student-athletes, the study identified key themes: the importance of consistent communication, ethical decision-making, and holistic mentorship in fostering trust and empowerment. Findings revealed that while authentic leadership enhances athletes’ resilience …

Letter From The Editors, Jennifer Butcher, James Wiser, Cicely Ward

Tapestry: Journal of Research in Education

No abstract provided.

Arts-Based Sustainability: From New York To Malawi, Martha B. Lerski

Publications and Research

Recognizing that libraries serve multiple constituencies and subject areas, this chapter documents and advocates for development of transdisciplinary arts-based research (ABR) and culture-related projects linked to environmental challenges. Libraries contribute collections and spaces, as well as the research of library and information scientists. Libraries are currently among invisible contributors to sustainability planning and services. The chapter will link this invisibility to the value of what visual arts refer to as negative space elements in subjects ranging from traditional ecological knowledge to environmental science. Library collections, projects, and research contribute to education for sustainable development (ESD) as required to achieve the …

Bridging Literacy And Esol For Teachers Of Early Learners: Modifications Needed In Professional Development, Emily Howell, Hazel Vega, Lindsey W. Rowe, C. C. Bates, Katie M. Crook, Kavita Mittapalli, Amlan Banerjee

Publications

Although early education teachers may be highly trained in literacy practices, they need additional support reaching multilingual learners (MLs), for example, by supporting oral language or understanding connections between services identified for students, especially in states such as SC where growth for this student group has been recent and rapid. This study answers the question of professional development (PD) needed for highly trained literacy teachers, focusing on two areas. First, a needs assessment describes the demands of literacy specialists to address the literacy of MLs and connects these need areas to best practice recommendations. Secondly, we address modifications designed based …

The State Of Asian American Studies In Massachusetts High Schools, Christine Montecillo Leider, Christopher C. Martell

Institute for Asian American Studies Publications

This study included a statewide survey of over 150 high school humanities teachers in Massachusetts to gather data on how Asian American studies is being included in the curricula and to learn how prepared the educators feel to teach Asian American studies content. Expanding on the survey are case studies of five Massachusetts Asian American studies teachers and their approaches to teaching Asian American studies.

The study was conducted to provide evidence-based findings to inform teacher education, education policy, and research about best practices for Asian American Studies in humanities classrooms. Three recommendations revolve around increased opportunities for teacher preparation …

Brief Insights, June 2025: Learning And Leading Together: Highlights From A Multilingual And Mathematics Focused Research, Practice, Policy Partnership, Magaly Lavadenz Ph.D., Elvira G. Armas Ed.D., Linda R. G. Kaminski Ed.D., Kaivan Yuen Ed.D., Miguel Valencia, Teacher Researchers, Montebello Unified School District

Education and Policy Briefs

The Center for Equity for English Learners (CEEL) at Loyola Marymount University collaborated with Montebello Unified School District (MUSD) leaders and teachers in a Research, Practice, Policy Partnership (RPP) to investigate Spanish oral language production in TK to 2^nd grade students enrolled in three Dual Language Immersion Academies providing Cognitively Guided Instruction (CGI) in mathematics. Teacher researchers collected pre- and post-video samples of students explaining their CGI Counting Collections strategy. After establishing inter-rater reliability, MUSD teachers and the CEEL Research Team individually and independently analyzed characteristics of students’ academic Spanish oral language production using two focal California Spanish Language …

Acquisition Of The Tap-Trill-Lateral Contrast By Speakers Of L1 Cantonese-L2 Spanish, José Esteban Hernández

Spanish Faculty Publications

In the present study an assessment of the on-target and off-target production of liquids (laterals and rhotics) is undertaken in a corpus of second language (L2) Spanish. The Chinese-origin participants have immigrated to Mexicali, Mexico where they have acquired L2 Spanish in a natural setting. As a major aim, a quantitative analysis of the data is performed to determine the production of on-target and off-target articulations in lateral, tap, thrill, and syllable-coda rhotic. Internal and external factors are considered in the analysis; for example, liquid production in syllable onset, coda and consonant clusters was considered. The data were subjected to …

Uncovering Best Practices For Professional Learning: A Focus On Dialogic Discourse, Belinda Jaquez

Dissertations

The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the …

Understanding The Afghan Newcomer Experience From The Perspectives Of Teachers And Students, Elisabeth C. Trost

Dissertations

Newcomer English learners (ELs) often arrive in the United States having fled persecution, economic or political oppression, war, or natural disasters in their country of origin. They are new to the English language, new to the American school system, at times well into their educational journey, and sometimes have missed out on significant amounts of formal schooling. Many also carry trauma from the circumstances that forced them to leave their homes. Most schools are not fully equipped to welcome these students and their families into the learning community, nor are they prepared to address the unique challenges newcomer ELs face. …