Bilingual, Multilingual, and Multicultural Education Commons^™

Youth Historians In Harlem: Exploring The Possibilities In Collaborative History Research Between Local Youth And Scholars, Barry M. Goldenberg

Education's Histories

During 2014-15 academic year, high school students and Barry M. Goldenberg work together to study the history of education in Harlem.

Perspectives On The College Readiness And Outcome Achievement Of Former Intensive English Language Program (Ielp) Students, Meghan Oswalt

Dissertations and Theses

Program evaluation (PE) is important for ESL programs but also difficult. As the scope of PE has grown, student voices have increasingly been included. Alumni provide unique perspectives, but Portland State University's (PSU) Intensive English Language Program (IELP) currently has no exit survey. Furthermore, little research uses alumni data, so this constructivist, mixed-methods study used data triangulation to compare the perceptions of former IELP students with those of three other stakeholder groups -- the topic: IELP student preparedness for PSU. Both online surveys and interviews were conducted, and participants included 63 former and 33 current IELP students, 27 IELP faculty …

Bridges For Academic Success: Opening Spaces For Culturally Responsive Practice In An Urban Pre-School, Denise Jones, Susan Browne

College of Education Departmental Research

It has become widely understood that formal early childhood education can be an important factor in school success. Equally significant is the role of culture as a determinant in negotiating school. Thereby, the inclusion of student culture remains an important aspect in conversations on school success. This discourse is capable of promoting learning using the lives of students by building on what they already know, while offering opportunities for academic achievement. This study investigated how professional development workshops on culturally responsive practice for urban pre-school teachers encouraged the examination of current classroom practices and offered a process for transformation.

No.4, September 2015: Incorporating Scaffolded Dialogic Reading Practice In Teacher Training: An Opportunity To Improve Instruction For Young Dual Language Learners In Transitional Kindergarten, Carola Matera Ph.D.

Education and Policy Briefs

Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a …

Adding Technology To Your Language Course, Pilar Munday

Languages Faculty Publications

Invited presentation at Capital Community College in Hartford, CT.

Collaboration, Pedagogy, And Media: Short-Term Summer Program Emphasizes Project Based And Social-Emotional Learning., William R. Bowden

Journal of Media Literacy Education

This article purports the idea that summer programs that experiment with media literacy and social-emotional learning could potentially affect students’ academic performance. Based on a six-week program, working with rising eighth grade students in a low-income school district, this program allowed students to work on media projects while trying to develop stronger capacities of self-awareness, positive decision-making, and stronger relationship development. The article intends to offer practitioners in media studies and pedagogy, insight of how to implement social and emotional learning into media classrooms.

Community Colleges And First-Generation Students: Academic Discourse In The Writing Classroom, Jan Osborn

English Faculty Books and Book Chapters

Community Colleges and First-Generation Students examines how first-generation students from diverse ethnic and linguistic backgrounds are initiated into what is known as academic discourse, particularly at the community college. Osborn systematically looks at specific classroom discourses through detailed evidence provided by the diversities represented by the students, and how the students negotiated their identities in terms of the ideological directionality in play.

The download link above only contains chapter 2 of Dr. Osborn's book, "Identities: A Context of Multiplicity".

'Grounding' Walter Rodney In Critical Pedagogy: Toward Praxis In African History, Seneca Vaught

South

This essay attempts to address the dilemma of theory and praxis, what Freire referred to as “mere verbalism,” by examining one historical instance of critical pedagogy in history education. This essay argues that Walter Rodney’s curriculum, as detailed in his syllabi on “Historians and Revolutions” and "Groundings," helps educators better understand how to more effectively bridge the gap between a critical pedagogical theory and praxis in African history. Using Rodney as an example of a critical pedagogy theorist and practitioner, this essay explores how concerned historians (and those who use history as a basis for teaching) can traverse traditional disciplinary …

Publication Description & Guidelines For Submission

Journal of Multilingual Education Research

No abstract provided.

Notes On Contributors

Journal of Multilingual Education Research

No abstract provided.

Book Review: Vygotsky And Education: Connecting Theory And Practice In Linguistically Diverse Classrooms, Bobbie Kabuto

Journal of Multilingual Education Research

No abstract provided.

Introduction To Book Review: Bi-Multilingual Language Knowledge As An Element Of Funds Of Knowledge, Patricia Velasco

Journal of Multilingual Education Research

No abstract provided.

Two Activities For Multlingual Students: Learning In Monolingual Classrooms, David Schwarzer, Christian Acosta

Journal of Multilingual Education Research

The purpose of this article is to re-conceptualize the role of the monolingual teacher in mainstream K-12 classrooms in the United States who work with students who are mostly multilingual and transnational. The proposed role for monolingual teachers is to incorporate at least some of the resources available in students’ native languages, even if they do not have a working knowledge of those languages. To illustrate how this can be achieved the authors showcase two practical activities that can be used in mainstream classrooms to spark discussions about multilingualism and multilingual literacy. The activities are designed to promote the maintenance …

New York State Education Department Policies, Mandates And Initiatives On The Education Of English Language Learners, Angela Carrasquillo, Diane Rodríguez, Laura Kaplan

Journal of Multilingual Education Research

This article is a summary of a longer report, completed under the direction of the Research Institute for the Study of Language in Urban Society and the doctoral program in Urban Education at the Graduate Center in the City University of New York (CUNY) with funding provided by the New York State Initiative on Emergent Bilinguals (NYSIEB). It describes educational laws, policies, mandates, and initiatives regarding the education of English language learners, which took shape and reverberated in the New York State Education Department. This historical descriptive research focused on the historical period from 1965 to the year 2013. The …

The Psychological Impact Of English Language Immersion On Elementary Age English Language Learners, Elena B. Parra, Carol A. Evans, Todd Fletcher, Mary C. Combs

Journal of Multilingual Education Research

To date, most studies about English language learners (ELLs) in Structured English Immersion (SEI) classrooms in the state of Arizona have focused on ELLs’ lack of English acquisition in one year, a time frame expected by Arizona policymakers, as well as their lagging academic progress. While these studies almost uniformly have surfaced educational and policy concerns about the effectiveness of SEI, the debate about this approach has been marked by a lack of attention to research addressing the non-academic ramifications of enforcing this model on children who speak or understand little or no English. One relatively unexamined consequence of the …

Ready For La Escuela: School Readiness And The Languages Of Instruction In Kindergarten, Zoila Tazi Phd

Journal of Multilingual Education Research

School readiness has captured our attention. Across the country, policymakers, politicians, advocates, educators, and community members are forging alliances to increase children’s access to the kinds of early childhood experiences that will best prepare them for success in school. At the same time, census figures indicate that the child population in the United States is changing and young Latinos account for most of that change (O’Hare, 2011).

As a population, Latinos experience greater rates of poverty and other risk factors that adversely affect school readiness (Ackerman & Tazi, 2015). In addition, many Latino children enter kindergarten speaking little or no …

Necessary Paradigm Shifts In Bilingual Education: Rethinking Multilingual Literacy, A. Nevárez-La Torre

Journal of Multilingual Education Research

No abstract provided.

Journal Of Multilingual Education Research

Journal of Multilingual Education Research

No abstract provided.

Foreign Language Education Through An International Education Lens, Bridget Landry

Capstone Collection

Inspired by current dialogue around foreign language education in the United States - which reveals that foreign language education faces budget cuts, dropping enrollment rates, and competition for resources – this study sought to better understand the value of foreign language education through the lenses of international education professionals. The literature review explored the relationship between foreign language education and the field of international education, and examined foreign language education’s role in advancing intercultural competency. The study surveyed a sample of 57 international education professionals, and interviewed 8 of those 57. It assessed professionals’ perceptions in three main areas: current …

Managing Manacles: The Daily Struggles Of Unauthorized Latina Mothers In Kentucky, Elizabeth W. Mandeel

Graduate Theses, Dissertations, and Capstones

Two research questions guided this study: (1) Which barriers to daily life are faced by undocumented Latina mothers in Kentucky; and (2) What resources and strategies do they employ to navigate these barriers? Extant research reviewed has characterized this segment of the population as highly stressed victims of multiple levels of subjugation. Ten undocumented immigrant mothers from Guatemala and Mexico residing in Kentucky were interviewed for this phenomenological study and their responses analyzed using the frameworks of Critical Race Theory and Intersectionality. As predicted, themes of family separation, difficulties to be able to work, and living without health insurance emerged …