Education Commons^™

Translanguaging In The Mtb-Mle Classroom: A Case Of An Island School With Multilingual Learners, Marvin C. Casalan

Journal of English and Applied Linguistics

Several studies on the development of translanguaging as a linguistic resource in a multilingual classroom have been done. The findings of the research imply that using translanguaging in English language teaching and learning is a useful method, especially in a classroom where English is taught as a second or foreign language. The primary goal of this research, on the other hand, is to look into the languages presented in an MTB-MLE as a subject and investigate the linguistic hybridity of the mother tongue used in the classroom as a language exercise, and find out the teacher’s perspectives on teaching a …

Preparing Global South Accountants To Be 'Superstar' Communicators, Pia Patricia P. Tenedero

Journal of English and Applied Linguistics

This paper investigates how universities in the Philippines prepare accounting students for communication in global workplaces. As an emerging global leader in offshore accounting services, the Philippines is seeing a growing demand for communicatively competent accountants who can be deployed globally. This trend consequently places a greater onus on the higher education system to produce accounting graduates who can communicate effectively. This paper examines what constitutes “effective communication” in the context of two Manila-based, top-performing accounting schools. Using ethnographic data, I examine how communication is entextualized in curricular documents and how these notions are enacted in classroom interactions. Analysis of …

Teachers' Perspectives On Translanguaging As A Pedagogical Resource In Senior High School English Classes, Karen Lynn G. Macawile, Sterling M. Plata

Journal of English and Applied Linguistics

Translanguaging has been documented in previous research as a pedagogical resource in language classrooms. However, the monolinguistic culture prevents the leveraging of this resource in language learning. In addition, despite the extensive research on translanguaging, its use as a pedagogical resource is limited, particularly in the Philippine context. This study explores teachers’ perspectives on translanguaging in Senior High School subjects where English is the medium of instruction. Findings from focus group discussions reveal that the participants leverage translanguaging as a resource to help students in knowledge construction, meaning-making, and problem-solving. This study concludes with implications for policymakers and language teachers …

Language Issues Of Migrants During The Covid-19 Pandemic: Reimagining Migrant (Linguistic) Integration Programs In (Post-)Pandemic Times, Ariane Macalinga Borlongan

Journal of English and Applied Linguistics

This paper surveys the language issues experienced by migrants during the COVID-19 pandemic and subsequently proposes a (linguistic) integration program for migrants, which is responsive and sensitive to their needs particularly during crises and emergencies. Migrants’ access to disease prevention and health care has been limited, and one of the reasons for this is the language barrier. Likewise, migrants have also voiced out their difficulty communicating with health care providers also because of language. Migrants have also felt isolation because of their inability to reach out to people who could likewise speak their language and they can communicate with. Another …

Internship Experiences Of Pre-Service Teachers: A Case Study Of Efl Korean Students In The Philippines, Gina B. Ugalingan, Aileen Bautista, Rochelle Irene Lucas

Journal of English and Applied Linguistics

Various studies on the different experiences of pre-service teachers who are non-native speakers of English emerged to strengthen the teaching curriculum and empower them to be equipped as they take the role of classroom teachers. Some foreign students even study abroad to strengthen their proficiency in the English language; more so, other teacher education programs offer internships abroad. Studies support that teaching internship experiences impact shaping novice teachers’ identity (Borg, 2003; Kim & Cho, 2014; Ulla, 2016). This case study describes the teaching experiences of eight Korean pre-service teachers during their internship. The participants were students under the program of …

Analysis Of Core Claims, Assumptions, And Silences: A Basis For Re-Designing The Enacted K-12 English Curriculum And Reconceptualizing Communicative Competence, Alejandro S. Bernardo

Journal of English and Applied Linguistics

This paper examines the core claims, assumptions, and silences of the enacted K-12 English curriculum in the Philippines, guided by three important questions: What does the curriculum claim will happen to those using or exposed to it? What does the curriculum say about the English language and learning it? What does the curriculum say nothing about? These questions generate an understanding of how Philippine English (PE) and communicative competence are conceptualized in the written English curriculum currently running in the country. How the enacted curriculum (dis)regards Philippine English and how it (mis)construes communicative competence are problematized in this paper that …

Vocabulary Masks, Kim Hardiman

Journal of English Learner Education

As language instructors, we should teach vocabulary in every lesson. How can we combine L2 vocabulary with active teaching and learning techniques? In the past, language instructors taught EL to write long word lists int their notebooks. Do ELs remember these new words? Is there a better way to teach vocabulary for ELs to practice using them in authentic context? Wearing masks has become a daily activity around the world. ELs can express and share their raw emotions by writing and wearing inspirational words on their masks. Vocabulary masks will ignite salient discussions and reconnect ELs with their emotional journeys …

Effects Of Synchronous And Asynchronous Online Instructional Approaches On English-Learning Undergraduate College Students: An Exploratory Study, Ivana Markova, Cristina Azocar

Journal of English Learner Education

Although the significance of the use of online classes remains evident due to their growing prevalence at US universities, they still remain an untested experience for countless English learners (ELs). This research explores EL students’ perceptions of the opportunities for interaction in synchronous and asynchronous online university classroom modalities. It also examines how socioacademic relations and Bandura’s social learning theory can explain the interactions between students and instructors that influence EL students’ literacy development. Participants (n=105) were selected from a large sample pool of 261 EL undergraduate student participants aged 18 to 35. A mixed methods design was …

Creating Pedagogically Effective And Visually Appealing Instructional Slides: Design Tips For Language Educators, Anny Fritzen Case

Journal of English Learner Education

Utilizing slides to augment instruction is a common and promising practice among language educators. However, slide design matters. While well-designed slides can support students' comprehension and engagement, poorly designed slides can produce misunderstanding, frustration, and disengagement. This article describes five basic graphic design principles teachers can apply when creating slide presentations. Through the application of these principles, instructional materials have a higher potential of being both visually appealing and pedagogically effective.

Technology In The Classroom: The Features Language Teachers Should Consider, Sophie Cuocci, Padideh Fattahi Marnani

Journal of English Learner Education

The fast development of technology and the new generation of highly computer literate students led to consider the integration of technology in school as essential. Throughout the last two decades, research has identified multiple factors leading to the successful and unsuccessful integration of technology in the classroom. Educators must consider these factors when deciding on which technology tools to use and how to integrate them to their lessons. Simultaneously, the increasing number of English learners in the United States calls for the identification of teaching strategies that will best support their needs. Many language teachers now rely on teaching techniques …

Foreign Language Anxiety: A Review On Theories, Causes, Consequences And Implications For Educators, Padideh Fattahi Marnani, Sophie Cuocci

Journal of English Learner Education

Anxiety has been considered one of the main obstacles in second language learning in instruction-based contexts. During the last few decades, many scholars have tried to shed light on different aspects of this phenomenon. This literature review clarifies previous scholarly works and covers some of the most significant empirical studies conducted in this field. The purpose of this literature review is to review various aspects of foreign language anxiety, its corresponding theoretical frameworks and models, causes, consequences, gender differences, class modalities (face-to-face and online) and lastly, implications for educators. Foreign language anxiety is a significant barrier that hinders the learning …

Implementing A Humanistic Approach Towards Educational Equity For English Learners, Deborah Wheeler

Journal of English Learner Education

Schools must provide equitable education to English learners (ELs), ensure equitable opportunities to education programs, and facilitate comprehensible instruction. ELs encounter challenges consisting of learning English, adjusting to a new culture, achieving academic expectations, and assimilating. Implementing a humanistic approach helps ELs mediate through cultural nuances, language learning, academic objectives, and by applying a humanistic approach, educational equity will be established. To guarantee that every student is given an equitable opportunity, all stakeholders are responsible for ensuring the educational system is prepared for diversity, equipped with multicultural knowledge, provided with enriching resources, and ready to implement of a humanistic approach. …

My Muse Of Fire Is Ubuntu: My Black Lives Matter Re-Awakening Of Purpose, Gwendolyn C. Webb

Journal of Multicultural Affairs

Poetry, as a genre, allows one to express emotion as a tool to stimulate thought and action. This piece shares the importance of culturally responsive leadership and teaching from the perspective of a university professor seeking to strengthen her critical consciousness. The muse of thought as a precursor to action was motivated by personal and professional development as it relates to truly embracing Black Lives Matter during the pandemic. This muse shares a transformation in the development of proactive and strength-based perspectives in leading and teaching African American learners.

Unlocking Passion And Setting Students Free: The Impact Of Culturally Relevant Writing Instruction In A Middle School English I Classroom, Adam Whitaker, Trina J. Davis, Mónica V. Neshyba

Journal of Multicultural Affairs

Culturally relevant writing instruction has the potential to validate the voices of students often not heard. Documented disparities in student writing proficiency in grades K-12 indicate a pressing need to employ more effective approaches in facilitating writing instruction. This paper presents the findings of a mixed methods research study that explored eighth grade English I students’ middle school reading and writing preferences, writing experiences, and the impact of culturally relevant writing instruction. Data were gathered from 63 students via reflective journals, writing interest forms, learning logs, and writing artifacts collected throughout a 3-week writing unit. Our findings reveal that writing …

A Study On Strategies For Improving Students’ Oral Skills In Online Chinese Language Teaching In Burundi, Mfitiye Ferdinand, Bankuwiha Etienne

Chinese Language Teaching Methodology and Technology

Abstract

During the period of covid-19 pandemic, educational activities in several countries around the world have experienced changes in their implementation. Face-to-face Chinese teaching in several Confucius Institutes around the world has been moved to online teaching to reduce the spread of the Covid-19 virus. In Burundi, online Chinese teaching is provided through the social network “whatsapp”. However, students have some difficulty in improving their speaking skills while learning online. This study therefore examined the strategies that can be used by the students and the teachers to ensure the improvement of students' speaking skills while learning Chinese online. It proceeded …

Cooperative Language Learning In Teaching Proficiency Through Reading And Storytelling, Jing Gao

Chinese Language Teaching Methodology and Technology

TPRS (Teaching Proficiency through Reading and Storytelling) is becoming widely recognized and implemented in K-12 language classrooms across the nation. Cooperative language learning structures interactive group work for learners’ language development. In communicative language classrooms, cooperative learning can be implemented in TPRS to encourage students’ interaction and communication in collaborative tasks. This article explores the application of cooperative language learning in the TPRS Chinese classroom. Specific teaching methods are discussed in each step of TPRS, including establishing meaning, story asking, and story reading. Cooperative language learning in TPRS increases students’ engagement and motivation in language learning and promotes their language …

The Spirit Empowering Counselors To Be Culturally Competent In A Racially And Ethnically Changing Society, Sandra K. Richardson, Yasmine A. Godinez, Lemuel J. Godinez

Salubritas: International Journal of Spirit-Empowered Counseling

Significant change in the counseling field begins in counselor education programs. Concerns of biased, incompetent, and ineffective counseling services for culturally diverse clients plague the mental health profession (ACA, 2021; Sue & Sue, 2016). Rapid shifts in the racial and ethnic demographic composition of American society and the overt expression of hate and violence on the lives of People of Color place a greater demand on mental health professionals to pursue and acquire multicultural competencies (Brown, 2020; Embrick, 2015). Cultural awareness, knowledge, and skills are needed to establish meaningful therapeutic relationships, to provide effective treatment, and to effectively advocate for …

"So Many Hopes": A Qualitative Content Analysis Of Children's Picture Books That Portray Refugees, Janine J. Darragh, Jane E. Kelley

Reading Horizons: A Journal of Literacy and Language Arts

Researchers used content analysis to analyze 40 award-winning and “best of” children’s picture books that portray refugees to answer the questions: How are refugees depicted in picture books? What messages are embedded in those depictions? Results show patterns and themes regarding depictions of trauma and violence in conjunction with setting as well as the portrayal of the arts as a vehicle for refugees to ignite personal agency in coping with the trauma they experienced. Implications for practice are discussed.

How Does Children’S Literature Portray Global Perspectives?, Bogum Yoon

Journal of Global Education and Research

The need for global education is increasing in this global era, and children’s literature becomes an essential resource to address this need. However, there is little research on how global perspectives are depicted in children’s literature. The current study fills the gap in our understanding by examining contemporary children’s picture books that were published in the United States from 2010 to 2016. Findings show that the picture books reflect several important elements of global education. However, there is an imbalance among the topics and genres. Although global awareness through environmental issues was emphasized through informational texts, transnational story lines on …

Encountering American Higher Education: First-Year Academic Transition Of International Undergraduate Students In The United States, Masha Krsmanovic

Journal of Global Education and Research

This study explored how international undergraduate students perceive their academic transition into American higher education. Schlossberg’s (1984) 4S Transition Theory served as the framework for exploring what academic challenges, if any, international students experience during their first year of undergraduate studies in a new cultural and educational setting. The findings revealed that students’ academic transition into the U.S. higher education was characterized by difficulties in understanding the academic system of their new environment; overcoming educational, instructional and pedagogical differences; building social relationships with domestic students; and receiving the support necessary from the appropriate institutional services.

Refugee-Background Students In New Zealand And The United States: Roots And Results Of Educational Policies And Practices, Jody L. Mcbrien, Maria Hayward

Journal of Global Education and Research

Both the United States (US) and New Zealand (NZ) have been resettling refugees since the Second World War. As such, and because of several international treaties signed by both countries, they must concern themselves with the education of resettled refugee students in their nations. In this study, the researchers examine the international agreements and national resettlement policies that shape these nations’ refugee education policies. Second, educational practices for refugee students in the US and NZ using phenomenological qualitative research based on observations, interviews, and focus groups with teachers and refugee students are examined. The researchers conclude that the more systematic …

Advocating For English Language Learners: The Role Of The Literacy Educator, Briana Asmus, Austyn Sabin

Michigan Reading Journal

The authors explore how place-based advocacy effects and pedagogies have provided a way to address the needs of students. Insights on the ways authors have confronted challenges in their elementary and secondary settings reveal strategies that can be carefully integrated by literacy educators into other “places” of learning.

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To Be Young, Black, And In The Academy: A Collection Of Lessons, Yetunde Alabede, Jessica Reed, Blake Thompson

Michigan Reading Journal

Literacy, a foundational tool that unlocks opportunities, can be viewed in both narrow and confining lenses. We, doctoral students at Michigan State University, center our own experiences in order to redefine such narratives of what literacy means, can mean, and should mean for students of color throughout the African Diaspora. We explore methods to disrupt, experiences to resist, and questions to challenge the ways that students and educators engage with various concepts of literacy. Though we come from various backgrounds, this manuscript seeks to push forward a dialogue that allows for the multiple literacies that Black children have, language and …

An Imaginary* Interview With A Philippines Collections Museum Donor, Camille Ungco

Journal of Southeast Asian American Education and Advancement

Ontological distance is the dehumanization that emerges from uninterrogated coloniality between colonized subjects and the oppressive systems. This distancing has occurred in the histories of U.S. teachers both domestic-based and abroad, especially in Southeast Asia. In Steinbock-Pratt’s (2019) historiography on the relationships between early 1900s U.S. teachers and their Filipinx students, ontological distance was “The crux of the colonial relationship was intimacy marked by closeness without understanding, suasion backed by violence, and affection bounded by white and American supremacy” (Steinbock-Pratt, 2019, p. 214). This dehumanizing psychological or ontological distance existed during U.S. colonial regimes abroad, specifically in Southeast Asia and …

Introduction To Confronting Teacher Preparation Epistemicide: Art, Poetry, And Teacher Resistance, Richard D. Sawyer, Daniel Ness

Northwest Journal of Teacher Education

In this special issue, we present different perspectives from a documentary project on curricular epistemicide. We view curriculum epistemicide —the annihilation of curriculum—as an embodied process. It limits ways of knowing, questioning, and envisioning the world, and it constricts multiplicity and erases identity and culture. Authors within this volume responded to two requests: 1) they examined some form of epistemicide; and 2) they did not reinforce current systems of power and inequity. Throughout the issue, poetry and photography weave through theoretical papers and empirical studies. A range of methodologies are considered within the articles.

Disrupting The Hegemonic Practices Way Of Knowing: Moving Toward A Posthuman Perspective, Jordan Gonzalez, Brett Elizabeth Blake

Northwest Journal of Teacher Education

No abstract provided.

The Wrong Side, Laura Zucca-Scott

Northwest Journal of Teacher Education

This poem is an interpretive poetic transcription describing the experience of a young immigrant child. Being on the “wrong side” becomes a symbolic representation of an internal and external conflict between different ways to know. Schools are not always a safe place for children whose lives have been uprooted unless teachers become advocates and allies.

Leveraging Storytelling And Digital Artifacts To Design Social Justice Curriculum In Urban Communities, Kari Goin Kono, Sonja Taylor

Northwest Journal of Teacher Education

Many students in Portland’s schools face racism and other forms of discrimination on a daily basis. Storytelling is a practice that is fundamental across all cultures and provides a vehicle that students from all backgrounds can access as a mechanism for engaging in the development of their academic identity. This article shares about how a digital workbook assignment was designed as an outlet for student self-expression dealing daily with racism and prejudice related to systems of oppression in education and the rapidly changing and evolving life of a city.

Counteracting Epistemicide: Social And Cultural Capital Of Teachers In A Dual Language Program, Katrina Liu, Richard C. Miller, Jorge Inzunza

Northwest Journal of Teacher Education

This case study explored the social and cultural capital of teachers in a rural Midwestern Spanish-English dual-language immersion (DLI) program as they overcame an Anglocentric epistemological hegemony in their daily practice. Working from Bourdieu’s (1986) theory of social capital and Rios-Aguilar and Kiyama’s (2012) approach to funds of knowledge, this research demonstrated that DLI teachers faced challenges ranging from resistance by non-DLI teachers in the school afraid of losing their jobs, to a broader fear of the DLI program taking resources away from the monolingual anglophone classrooms. To overcome these challenges, the DLI teachers drew extensively on their global social …

Listen, Laura Zucca-Scott

Northwest Journal of Teacher Education

This poem is an interpretive poetic transcription inspired by conversations I had with several children and adolescents from immigrant families. In teacher education programs, we often feel pressured to formalize curricula in a way that is oblivious to our students’ needs. Both our teacher candidates and their future students deserve more and better.