Digital Commons Network^™

Integrating Corpus Linguistics In Vietnamese English Education: A Qualitative Inquiry Into Scholarly Perspectives And Practices, Thi Thuy Tran, Trut Thuy Pham, Thanh Thao Le

Higher Learning Research Communications

Objective: Our qualitative study investigated the integration of corpus linguistics in English education research among Vietnamese scholars, focusing on the experiences and perceptions across different career stages.

Methods: Employing semi-structured interviews, we engaged nine linguistics scholars, including novices as well as those at mid-career and near-end career stages, from two prominent Vietnamese institutions.

Results: Thematic analysis revealed three key themes: (1) challenges in incorporating corpus linguistics into teaching practices, (2) perceived benefits in enhancing language proficiency, and (3) the importance of institutional support for corpus linguistics research. The findings indicated that despite recognizing the pedagogical benefits of corpus linguistics, scholars …

Language Use Of Emergent Bilingual Latino/A Students In A Music Class Setting, Karen G. Granados Dumais

Language, Literacy, and Sociocultural Studies ETDs

This study investigated the way in which emergent bilingual students utilize their linguistic repertoire in order to achieve new learning. Previous research has suggested that bilingual students learn differently than their monolingual counterparts due to their varying linguistic repertoires. Research has also suggested that translanguaging and culturally relevant teaching are valuable frameworks to adopt in the classroom, as they result in a better academic experience for all students.

I took an ethnographic approach while conducting a case study. I collected data in my elementary music classroom in the form of observations, audio recordings, and document analysis in order to help …

Integrating The Elementary Literacies Through The Practice Of Physical Education: A Strategy Resource, Bryan Matera, Dillon Martinez

Essays in Education

Integrating literacy and physical education (PE) supports interdisciplinary learning that engages both the mind and body. This article explores innovative approaches to combining literacy skills with physical activity, highlighting the cognitive and physical benefits for elementary students. Recognizing students’ natural attraction to movement, the article demonstrates how embedding literacy into PE lessons can enhance reading comprehension, vocabulary acquisition, and memory retention through action-oriented activities. These strategies also promote physical literacy, encouraging confidence and lifelong participation in physical activities.

Key instructional examples include the "Movement-Enhanced Word Wall," where students connect vocabulary to movement, and "Animal Action Reading Relays," which integrate reading …

Multicultural Perspectives On Building Instructional Capacity For Multilingual Learners: Synergy Of Teachers, Community Members, And Academics, Mihaela Gazioglu, Emily Howell, Lindsey W. Rowe, Victoria Pennington, Nicole Ferguson-Sams, Kavita Mittapalli, Amian Banerjee

Publications

This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address the needs of multilingual students’ caregivers. The findings underscore the importance of a holistic approach to professional development and highlight the multicultural perspectives that academics can discover by involving both community stakeholders and teachers in promoting impactful practices for multilingual learners.

Unpacking East And Southeast Asian Immigrants Portrayed In Children’S Picturebooks: Centering On Immigration In Contemporary Times, Su Jeong Wee, Jinhee Kim, Vivian Yang

Reading Horizons: A Journal of Literacy and Language Arts

This article describes a study that examined the portrayal of East and Southeast Asian immigrant children and their families in children’s picturebooks, focusing on their racialized and minoritized experiences. The authors’ analysis included a sample of 39 picturebooks written in English and published in the United States between 1993 and 2022. The findings reveal that these immigrant children and families are depicted as facing racism, stereotypes, financial difficulties, cultural differences, and language barriers. The Asian protagonists respond to their challenges in various ways, often employing multiple coping strategies. Additionally, they frequently find support through their social relationships when dealing with …

Learning To Facilitate English Language Discussion With Newcomers Using Visual Narratives, Laura B. Kelly

Reading Horizons: A Journal of Literacy and Language Arts

This self-study reports a teacher educator’s efforts to support college student tutors in facilitating English language discussions about a wordless picturebook with immigrant and refugee youth at a newcomer high school. Drawing on critical sociocultural theory and practice-based teacher education, the study reports how tutors adopted a new and unfamiliar pedagogical repertoire as they became more skilled discussion facilitators. The study documents support needed (and missing) for the college tutors to take up this skill. Additionally, the study reports the affordances of a particular wordless book, The Arrival, as a tool that college student tutors used in the process of …

“Kematz'ib' Para Gritar” Innovative Technologies In Revitalizing The Mayan Languages: Empowering Youth Through Poetry - A Narrative Study, Héctor De Jesús Palala Martínez

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

This dissertation explores innovative approaches to preserving and revitalizing the linguistic and cultural heritage of Mayan-speaking youth of Guatemalan descent in rural Nebraska. It delves into the intersection of technology, artistic expression, and cultural practices, emphasizing the revitalization of Mayan languages in Abya Yala (the Americas), particularly emphasizing the Guatemalan and the Mayan diasporas in Nebraska.

The research investigates the roles of digital humanities, culture-based education, and poetic expressions in language preservation/revitalization efforts among Mayan youth and unaccompanied minors in transnational educational settings. Central to the study is an academic initiative for transnational Mayan high school students integrating poetry and …

A Search For Self Through Allyship And Advocacy ‘About, With, And As’ Multilingual Learners: An Autoethnographic Study, Molly Heeren

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

This autoethnographic study uses personal memoirs to explore the author’s allyship and advocacy efforts throughout the past 24 years in the language teaching profession. Through the process of self-reflexivity and introspection, “turning points” are investigated to understand more about what influences the actions and behaviors of allyship or advocacy ‘about, with, and as’ multilingual learners. As a district level instructional coach and teacher of multilingual learners in both elementary and adult settings, the author’s revelations in teaching identity, influences of Empire, misalignment of the ‘sense of language,’ and legitimate peripheral participation in communities of practice become salient issues. The dynamics …

When Language Policy And Planning Is A Missed Opportunity: Lessons Learned From A Proposed But Not Implemented Dual Language Bilingual Education Program, Jessica Mitchell-Mccollough

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

When populations undergo demographic shift, as in Nebraska in recent decades, educational practices can establish or reinforce hegemonic practices through denial or legitimization of language, culture, and identity, or they can be counterhegemonic. The demographic changes in Nebraska have been defined by a growth in Latinx populations (Morales, et al., in press). As a result, there have been various efforts to explore dynamic shifts in educational programs offered to support students’ unique language acquisition needs, including growth in dual language bilingual education (DLBE). However, not all communities have responded uniformly. During a recent strategic planning process Lincoln Public Schools (LPS) …

Black Lives Still Matter: Freedom Schools As An Embodiment Of Critical Literacy Through Reflection And Action, Elena M. Venegas, Lakia M. Scott

Bilingual and Literacy Studies Faculty Publications

The continuation of racial inequities in the United States has ignited the recent Black Lives Matter Movement, a protest of police brutality and gun violence. Black lives matter in public school classrooms, too—where students of color face barriers to equitable educational experiences. The Children's Defense Fund Freedom School program is a major component in developing critical literacy skills through critique, inquiry, and transformation through social justice and action. Critical literacy is enacted through identity—mainly as difference, self, consciousness, narrative, and positionality. Historical and contemporary relevance of Freedom Schools connects to the urgency of the Black Lives Matter Movement.

Examining Primary Teachers' Concerns, Self-Efficacy, Attitudes, Intentions, And Challenges Of Implementing Inclusive Pedagogy In English Literacy Classrooms For Bilingual Dyslexic Students In The Uae, Robin Ogdol, Jose Roan Adorna, Romee Capate, Aisha Alteneiji

All Works

The United Arab Emirates has embraced inclusive education across all academic levels since 2006. However, the degree of teacher acceptance of inclusive practice varies. This mixed-methods case study investigated 48 primary school teachers’ concerns, self-efficacy, attitudes, and intentions regarding inclusive pedagogy in English literacy for bilingual dyslexic students aged 5-11. It also identified challenges faced by teachers in mainstream classes. Using correlation analysis, results showed negative associations between teachers’ concerns and efficacy, attitudes, and intentions for inclusive practices. On the other hand, positive associations were found between teacher efficacy, attitude, and intentions for inclusive practices. Challenges included reconciling the bilingual …

Barriers To Postsecondary Education Of Latinx Students Using Future Time Perspective Theory, Clayton Porter

All Dissertations

The purpose of this qualitative study is to investigate how future time perspective influences high school Latinx’ seniors’ beliefs and access to postsecondary education through a case study approach. Future time perspective, the extent to which individuals anticipate and plan for the future, is examined in relation to the students’ educational aspirations and barriers. This study used a combination of surveys and semi-structured interviews to collect data from Latinx high school seniors. Interviews were conducted with eight high school seniors who identified as Latinx, and also were actively working towards graduation and application to a postsecondary institution. The data from …

Constructing A Discourse Model Across Modalities In Bilinguals, Diana Uribe

Open Access Theses & Dissertations

The present study aimed to explore whether discourse integration is affected by differences in modalities, and if the magnitude of the effect is modulated by language dominance for bilingual readers. Spanish-English bilinguals read and listened to pairs of passages describing two fake science facts, one of which was repeated across passages and the other revised in the second passage. The pair of passages were either in the dominant or less dominant language. The modality (audio or text) of each member of the passage pair was manipulated across four within-subject conditions. After the second passage of each pair, participants verbally recalled …

A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi

The Qualitative Report

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse …

Benefits Of Teaching Pre-Literacy In Waldorf Education In Early Childhood, April Guerrero

Capstone Projects and Master's Theses

This senior capstone research project examines the benefits of teaching pre-literacy in Waldorf education in early childhood. In Waldorf Education, literacy development incorporates differentiated instructions that fosters cognitive and social emotional learning of their students. Through the use of literature review and several teachers in various grades of Waldorf schools, the result findings revealed that pedagogical practices around literacy instructions promote critical thinking skills, nurtures children’s creative expression, and imagination. Literacy curriculum in Waldorf schools allows students to create tangible evidence of self-expressions and communication skills. Given its emphasis on holistic curriculum, it allows teachers to engage with their diverse …

Impact Of A Two-Way Dual Language Program On English-Dominant And Spanish-Dominant Elementary School Students’ Academic Achievement In A High-Density Hispanic Area: A Quantitative Longitudinal Study, Michael Heidelberg

Seton Hall University Dissertations and Theses (ETDs)

This study explored the long-term academic impact of Two-Way Dual Language (TWDL) programs on both English-dominant and Spanish-dominant Hispanic students in a high-density Hispanic area. Specifically, it compared their academic performance in English Language Arts (ELA) and Math over a 3-year period to that of students enrolled in traditional English-only General programs and Transitional Bilingual Education (TBE) programs. One key focus of this research was examining whether TWDL programs can maintain their effectiveness when the traditional 50:50 balance of native English speakers (NES) and minority language speakers is not met, substituting English-dominant Hispanic students for NES. The findings demonstrated that …

Pre-Service Teachers’ Questions About Literacy Instruction For Multilingual Learners, Lindsey W. Rowe, Oluwaseun Ayobami Oti, Katie Mcgee

Publications

As classrooms in the United States become increasingly linguistically diverse, teachers need to be prepared to provide equitable literacy instruction to multilingual learners (MLs). This paper explores the experiences of pre-service teachers (PSTs) in one elementary education course focused on literacy instruction for MLs, specifically asking: What questions do PSTs ask about literacy instruction for MLs? PSTs posed questions multiple times a week as part of their reading responses and post-class exit tickets, resulting in 1,375 questions for analysis. Open and pattern coding found that PSTs’ questions focused on: 1) students, 2) environment, 3) teaching practice, 4) self, and 5) …

Study Abroad Angst: A Literature Review On The Mental Health Of International Students During Covid-19, Daisuke Akiba, Michael Perrone, Caterina Almendral

Publications and Research

Background: The COVID-19 pandemic presented unique and unprecedented challenges for international students, those studying at institutions of higher education outside of their home countries, due to their distinct circumstances and vulnerabilities. This literature review examines the multifaceted mental health burdens they experienced and highlights the need for targeted support and interventions. Methods: A rigorous search across three databases (i.e., PubMed, PsycINFO, and ERIC) yielded 50 empirical studies for inclusion in this literature review. A six-phase thematic analysis framework was employed to identify and synthesize key themes. Results: Seven prominent themes emerged: (1) academic and professional disruptions; (2) challenges navigating international …

Supporting Preservice Teachers Of Color In Culturally Relevant Pedagogy, Kimberly M. Korpita

Electronic Theses and Dissertations

While learning how to become culturally and critically conscious educators and advocates for their PK-12 students, racially minoritized preservice teachers often feel isolated. More research is needed to learn how teacher preparation programs could consistently empower rather than isolate preservice teachers of color as they engage in coursework involving culturally relevant pedagogy.

This study focused on the experiences of preservice teachers of color engaging in culturally relevant pedagogy coursework in a K-12 teacher preparation program at a predominately White institution. In partnership with this teacher preparation program, one current preservice teachers of color, five former alumni of color, and three …

Curriculum Curation: Centering Mirrors And Windows In An Inclusive Bookshelf Project, Kelly P. Vaughan

Education Department Faculty Articles

From increasing calls for multicultural and inclusive books to media stories about books being banned in elementary schools,  curriculum debates have become increasingly contentious. These debates illuminate key questions in curriculum studies: What is the knowledge of most worth? And who decides? In this article, I utilize a curriculum studies in education framework to engage and extend the literature supporting multicultural and inclusive children’s literature and critical literacy while emphasizing the role of teachers-as-curators. After analyzing the results of a year-long project in which preservice teachers (PSTs) curated collections of multicultural books representing a mirrors and windows approach to text …

Embracing The "American Dream" Social Media Imaginary Versus The Daily American Nightmare For Immigrant Youth, Miryam Espinosa-Dulanto, Iris Rubi Monroy Velasco

Bilingual and Literacy Studies Faculty Publications

In this chapter, we embark on a journey to explore the hopes for a better future, the American Dream, shared by a group of transnational, first-generation Hispanic/Latino college students located along the border between the United States of America (Texas) and Mexico (Tamaulipas). We gathered the data through a blend of ethnographic interviews and surveys to unravel, juxtapose, and deliberate upon the experiences shared. Employing a thematic analysis methodology inspired by Braun and Clarke (2006), we categorize the data into two overarching categories. The first category delves into the social and virtual spaces where the ideals of the American Dream …

Teaching Writing: Fostering Joy In Writing Through “Commentarying”, Ellin Kim

New Jersey English Journal

For over 15 years, the author taught at an after-school English Language Arts center. Initially emphasizing perfection, enthusiasm waned. A graduate course changed the author's views on writing, stressing personal reflections. Implementing this, students' perceptions shifted, using "commentarying" to foster understanding and engagement in discussions on topics such as racism.

Exploring How Funds Of Knowledge Is Utilized Among Teacher Educators In A Teacher Preparation Program Focusing On Arts Integration And Language Diversity, Gabrielle H. Pretto Ph.D

Teacher Education, Educational Leadership & Policy ETDs

In our current educational climate, teaching for social justice has become increasingly difficult. Teacher educators are faced with certification rules that prioritize test scores over teaching ability, scripted curriculums, and the limited understandings about differences related to culture, class, and race. This study examined how social justice teachings were sustained and enhanced through a Funds of Knowledge (FOK) learning approach. Case study was utilized and guided by the following research questions: (1) What are the FOK of teacher educators participating in the TEALi program? (2) In what ways are the FOK of teacher educators integrated or utilized in their university …

Utilizing Cultural Responsive Literacy Practices In Order To Increase Reading Engagement In Primary Aged Readers, Molly E. Young

Theses and Dissertations

The purpose of this conceptual research was to explore how culturally responsive literacy practices and various theoretical frameworks can be integrated to enhance reading engagement among primary-aged readers. This study examines the connections among several relevant theoretical frameworks and identifies common themes related to reading engagement. The theories that guided this research include Culturally Responsive Teaching (CRT), Culturally Sustaining Pedagogy (CSP), Funds of Knowledge (FoK), Self-Efficacy, and Self-Determination Theory (SDT). The conceptual framework highlights common themes across these frameworks, such as the importance of professional development and pre-service teacher programs, the significance of recognizing student strengths and backgrounds, and the …

Understanding The “L” In Cslp Within The Literacy Conundrum, Julia Lynch, Andrea Perrone

Michigan Reading Journal

Rooted in culturally relevant pedagogy, culturally sustaining literacy practices (CSLP) focus on equity in education (Gay, 2000; Ladson-Billings, 1995; Paris, 2012). Our view of CSLP emphasizes integrating the arts into literacy instruction to leverage students' cultural assets, stimulating their cognitive processes and recognizing literacy's interdisciplinary role in learning. As we align literacy practices with state standards, high-stakes testing, and research-based methods, it's crucial for educators and society to embrace them. Traditionally, literacy instruction has prioritized written language, creating hierarchical structures that lead to learning gaps and inequitable opportunities. An arts-based CSLP framework addresses these issues by ensuring literacy includes diverse …

Teacher Candidates Develop And Apply Pedagogical Content Knowledge To Support Multilingual Learners, Kyongson Park, Danielle L. Defauw

Michigan Reading Journal

To ensure English Learners (ELs) / Multilingual Learners (MLs) have access to well-prepared educators, one regional university integrates a seven-credit block of courses to ensure teacher candidates learn and apply English as a Second Language methods within clinical experiences. Teacher candidates must create a technology-integrated Sheltered Instruction Observation Protocol (SIOP) lesson plan by utilizing the following key strategies designed to support EL/MLs’ literacy development for academic purposes: adding both content and language objectives, building background knowledge through connecting students’ cultural experiences, and developing comprehensible input in different proficiency levels.

"If Someone Had Stopped The First World Racist, There Would Be No Racism Today": Empowering African American Muslim Elementary Students Through A Critical Literacy(Critlit) Project, Faten Baroudi

Theses and Dissertations

The Critical Literacy (CritLit) project promotes using critical texts to engage readers in examining their lived experiences and understanding of social justice issues. This study used a qualitative participatory approach with a narrative design to research the students’ engagement in a book club using critical texts. Participants were fourth- and fifth-grade African American students who participated in a 4-week project at a weekend Islamic school in Philadelphia. I organized my study into four sessions. Three book club sessions were audio-recorded and observed. Field notes were taken; pre and post-interviews were conducted; student/teacher reflections were collected with students’ notes and handouts; …

Searching For Authentic Cultural Engagement In The Classroom, James H. Lyle Jr.

Northwest Journal of Teacher Education

Many teachers in the current public education system in the United States do not fully consider the unique societal and cultural aspects of African American and Latinx learners. As a result, many teachers could benefit from developing skills that strengthen their understanding of authentic engagement, cultural competency, and cultural congruency to aid in implementing culturally relevant and sustaining pedagogical practices that benefit the diverse learning styles of these students. Additionally, some African American/Black teachers have adopted a standalone Eurocentric approach to teaching that could further alienate and disenfranchise students of Color. To address these issues, I describe and explain the …

Introduction To The Special Topics Issue On Rural Multilingual Education, Maria Coady, Diego Román

The Rural Educator

No abstract provided.

“I Want To Give Back": Examining The Mestiza Consciousness Of Multilingual Rural Latinx Students From California’S San Joaquin Valley, Mayra Puente

The Rural Educator

In 2016, California residents widely supported the passage of Proposition 58, which allowed non-English languages to be used in public education. This proposition was intended to benefit all students, especially the state’s large Latinx K–12 student population, who tend to speak Spanish and English at home and in school. Yet educational resources to support multilingual students in the state’s rural areas are scarce, and students consequently experience “English-only” learning spaces despite progressive educational policy. This article examines the educational experiences of multilingual rural Latinx students from California’s San Joaquin Valley agricultural region using Chicana/Latina feminist pláticas methodology. Drawing on Anzaldúa’s …