Bilingual, Multilingual, and Multicultural Education Commons^™

Bilingualism In Education In The Multilingual Apple: The Future Of The Past, Ofelia García

Journal of Multilingual Education Research

This article traces the ways in which New York City schools have responded to the multilingualism of its children in the last forty years. I review here the past to construct the future—the future of the past. I argue that in the predominantly Puerto Rican community of the 1960s and 1970s a simple approach toward languages and bilingualism in education was an appropriate response to meet the needs of language minority children. Thus, subtractive and additive bilingual education programs might have been sufficient. However, in the 21st century, with the demographic shifts and the technological advances of a globalized world, …

The Importance Of Disseminating Knowledge: An Issue Of Mission, Voice, And Passion, Aida A. Nevárez-La Torre

Journal of Multilingual Education Research

No abstract provided.

Letter To Nysabe Members And Colleagues, Margarita Reyes

Journal of Multilingual Education Research

No abstract provided.

Letter To Nysabe Members And Friends, Nancy Villarreal De Adler

Journal of Multilingual Education Research

No abstract provided.

Journal Of Multilingual Education Research, Aida A. Nevárez-La Torre Editor

Journal of Multilingual Education Research

Title page, verso, and Table of Contents of Volume 1, 2010.

Notes On Contributors To This Issue

Journal of Multilingual Education Research

Notes on Contributors to This Issue; Description; Guidelines for Submission

Book Review. No Easy Answers: Bilingualism Or Language Delay?, Patricia Velasco

Journal of Multilingual Education Research

Introduction to book review.

Educators Taking The Lead To Transition High School Emergent Bilingual Learners With Disabilities, Diane Rodríguez, Lora Lee Smith Canter, Karen Voytecki, Kimberly Floyd

Journal of Multilingual Education Research

This article seeks to improve transition services for Emergent Bilinguals (EBs) with disabilities in secondary education. The authors provide recommendations to school administrators and educators on how to design a promising transitional context within classrooms and schools for EBs with disabilities. This article considers transition issues from multiple perspectives and urges secondary school educators to broaden their programmatic and teaching practices in order to increase successful transition of their multilingual students from school to work or to post-secondary education.

Native And Emergent Bilingual University-Level English Speakers Reading Online: The Influence Of Hypertext On Comprehension, Miriam Eisenstein Ebsworth, Tommy Mcdonell

Journal of Multilingual Education Research

Our study contributes to our understanding of Internet reading by Emergent Bilinguals (EB) and Native English speakers (NS) by investigating their recall of two Internet reading passages containing additional information available through either hypertext links or footnotes. Participants included 25 EB and 25 NS college students. Answers to cued recall questions were scored on the basis of the number of correctly recalled propositions (Kintsch, 1998). Additional interpretive data came from semi-structured interviews with four NS and four EB participants. Quantitative results showed that both groups of students recalled significantly more propositions with linear text than with hypertext. However, although descriptive …

Promising Pedagogical Practices For Emergent Bilinguals In Kindergarten: Towards A Mathematics Discourse Community, Sandra I. Musanti, Sylvia Celedón-Pattichis

Journal of Multilingual Education Research

In the current U.S. context, it is relevant to disseminate research that portrays in detail how bilingual teachers create challenging and safe mathematics learning environments for emergent bilinguals. It is critical to identify pedagogical approaches that foster emergent bilinguals’ participation in mathematics conversations and discourse practices where language is considered a pedagogical resource. This is possible when teachers understand that young Latino/a students come to school with a wide range of cognitive and linguistic tools, which they can use to help them make sense of problems posed in the classroom. Using case study methodology, we define and provide a detailed …

Where Have All The Bilingual Programs Gone?!: Why Prepared School Leaders Are Essential For Bilingual Education, Kate Menken, Cristian Solorza

Journal of Multilingual Education Research

Enrollment in bilingual education has declined significantly in New York City in recent years, in spite of state and city policies that support it. To better understand this alarming trend, we interviewed school leaders, particularly principals, who have dismantled their school’s bilingual education programs in recent years. We also interviewed school leaders who have managed to preserve their bilingual education programs within the same time period. We examined these leaders’ knowledge and understandings about bilingual education and their emergent bilingual students, and their rationale for the respective language education policies they have adopted. Our research points to the very important …

Editorial: Necessary Paradigm Shifts In Bilingual Education: Rethinking Language, Aida 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.

Rebecca M. Callahan And Chandra Muller. Coming Of Political Age: American Schools And The Civic Development Of Immigrant Youth, Ellen Bigler

Journal of Interdisciplinary Feminist Thought

No abstract provided.

Morris Intercultural Education Initiative: A Community Needs And Assets Assessment, Keni Zenner, Argie Manolis, Cristina Ortiz

Miscellaneous Campus Publications

This document is the culmination of a year-long research project, which was conceived in December 2012, when a group of stakeholders from Lazos, Morris Area Community Education, and the University of Minnesota, Morris met to discuss submitting a proposal for a Minnesota Literacy Council AmeriCorps Volunteer In Service To America (VISTA) position. Our aim was to utilize the skills of a VISTA to more effectively plan, coordinate, and support literacy programming for children whose first language is Spanish and to ensure that children’s first language is not a barrier to educational achievement.

Laptops And Language Learning: A Mixed Methods Study Of Technology Integration And Student Engagement, Ginger R. Starks-Yoble

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

Student engagement and motivation have been a common focus among educational researchers over the last forty years. Self-determination theory and the inclusive definition of self-regulated learning have identified that both cognitive and motivational engagement are paramount for successful language learning. Within this canon of research, few have looked at student engagement as a result of effective technology integration during the language learning process. This mixed methods study explored students’ perceptions of engagement while learning with technology integration in a first-year language class. Qualitative data was collected from a sub-sample of ten students, in the form of semi-structured interviews, journal reflections, …

Impact Of Mathematics Computer-Assisted Instruction On English Language Learner Achievement, Christie Jacquelyn Jay

Graduate Theses and Dissertations

This quasi-experimental study examined the effect of supplemental mathematics computer-assisted instructional programs on the achievement of students in grades three and four over a two year period. This study evaluates the computer-assisted instruction (CAI) supplemental interventions through the lens of the sheltered instruction approach to teaching English Language Learner (ELL) students. The students who took part in the intervention attended nine elementary schools in one Arkansas district in the 2011-2012 and 2012-2013 school years. Data from Measures of Academic Progress (MAP) assessments were analyzed using a factorial ANOVA with pretest and two posttests over the course of two school years. …

Passports, Global Citizenship, And The Black Student: A Qualitative Study Uncovering The Dispositions Of Undergraduate African American Students Regarding Global Citizenship, Jenaya Lévon Perdue

Dissertations

Global citizenship is an elusive concept that spans a multitude of disciplines and is coming to the forefront of conversations at institutions of higher learning, as colleges and universities grapple with training and shaping their student body into scholars useful and sensitive to the needs of our society and world in the 21st century. Morais and Ogden (2011) captured the essence of global citizenship in three tenets, which are social responsibility, global competence, and global civic engagement. Using the three tenets of Morais and Ogden (2009), as well as a definition developed based on research, this researcher sought to discover …

A Multiple Case Study Of Whiteness And Critical Literacy Practices Among White Elementary Teachers In Urban Public Schools, Amanda Rose Vandehei

UNLV Theses, Dissertations, Professional Papers, and Capstones

The purpose of this study is to investigate whether white elementary teachers' perception of Whiteness influences critical literacy practices in elementary classrooms in an urban school district in the Southwest United States. This study consists of six white elementary school teachers.

Using Hardiman's model of White Identity Development, (WID) this study specifically explores the phenomenon of Whiteness and how teachers view themselves as having white privilege and advantage in American society. Hardiman's WID model includes five stages of white racial identity development in which a white person begins with no awareness of him or herself as a racial being and …

Exploring Faculty Members’ Multicultural Competence At A Faith-Based Institution, Stephanie Fenwick

Walden Dissertations and Doctoral Studies

This study explored challenges related to issues of diversity for faculty members teaching in nontraditional adult degree completion programs. The problem addressed was an increasing expectation that faculty members facilitate learning to help increase the cultural proficiency of their students without having prior training or needed experience. A critical appreciative inquiry (CAI) case study methodology with a transformative conceptual framework was used to explore the intersection of effective adult learning paradigms and multicultural competence. The primary research question addressed the cultural competence challenges that faculty members confront when teaching in the adult classroom. A purposeful sample of 188 faculty members …