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Journal Of Multilingual Education Research, Volume 7

Journal of Multilingual Education Research

This file contains the entire publication of volume 7 of the Journal of Multilingual Education Research.

The First Of The Firsts: Leadership And Legislation For Bilingual Preschools In Illinois, Samina Hadi-Tabassum, Idalia Gutiérrez

Journal of Multilingual Education Research

With the rising numbers of bilingual children, particularly young Latinos, in 2010 Illinois was the first state to pass legislation requiring preschool sites that serve 20 or more emergent bilinguals to offer home language instruction. The purpose of this study was to examine the responses of early childhood directors to the changes required by the 2010 policy through an online survey. The results indicate that the directors do not have a background in bilingual education and are mixed philosophically regarding the benefits of bilingualism—highlighting the silo effect between the discipline of bilingual education and early childhood education. Anxiety and frustration …

Publication Description & Guidelines For Submission

Journal of Multilingual Education Research

Description of the Journal of Multilingual Education Research (JMER) and guidelines for submission.

Notes On Contributing Authors

Journal of Multilingual Education Research

Contributing authors for this volume.

Supporting The Linguistic Needs Of Young Language Learners: A Guide For School Leaders, Susana C. Dejesús

Journal of Multilingual Education Research

This book for school leaders is a user-friendly how to guide that makes an important contribution to administrators who work in schools with linguistically diverse student populations from pre-kindergarten to third grade. It is especially useful for leaders who are not familiar with the instructional strategies, educational programs, or academic requirements for early childhood or bilingual children. When effective programs need to be developed quickly, this reference book will help school leaders advance their understanding.

Bilingualism In Pre-School, Patricia Velasco

Journal of Multilingual Education Research

Even though bilingualism is a norm around the world, some parents, educators, and early childhood specialists may express doubts about bilingualism in young learners. These kinds of misconceptions are particularly prevalent in communities where most children grow up as monolingual speakers and, as a result, adult members of the community come to view bilingualism as ‘dangerous’ or ‘abnormal’ (García, 2009; Genessee, 1998; Genessee & Nicoladis, 2006). These myths about bilingualism stem from the belief that bilingualism will confuse children (Brown & Larson-Hall, 2012).

Proceedings: Multilingual Learners In Upk: Defining Focus And Direction, Zoila Morell

Journal of Multilingual Education Research

Proceedings of the Roundtable: Teaching Emergent Bilingual Learners with Disabilities and Challenging Behaviors in Preschool held June 5, 2015 at Fordham University.

Introduction To Roundtable Proceedings: Emergent Bilinguals In New York’S Upk, Zoila Morell

Journal of Multilingual Education Research

This article introduces the proceedings to the Roundtable on Emergent Bilinguals in New York's UPK published in the next article in this volume of JMER.

Neighbors Link's Parent-Child Together Program: Supporting Immigrant Parents' Integration To Promote School Readiness Among Their Emergent Bilingual Children, Carola Otero Bracco, Judie Eisenberg

Journal of Multilingual Education Research

The authors of this article describe Neighbors Link, a multi-service community and worker center in suburban Westchester County, NY. This organization created Parent-Child Together in the belief that supporting immigrant parents' integration and social inclusion, in activities that also engage long-term community residents, would improve school readiness outcomes for preschool children. A key assumption in the program design is that immigrant parents are best supported when teaching respects their home language and incorporates their home culture and customs. Among the program's positive results has been greater acceptance of the assets and strengths that immigrants bring to the community. The …

Teaching Emergent Bilingual Learners With Disabilities And Challenging Behaviors In Preschool, Pamela Brillante, Karen N. Nemeth

Journal of Multilingual Education Research

Challenging behaviors in young children can result from a variety of factors that may interact to make it difficult for teachers to find effective instructional solutions. The authors of this article provide an overview of research that focuses on understanding challenging behavior in young children. It describes a research-based model, the Pyramid model, intended to support the development of social competence in young children. Classroom practice suggestions with some vignettes are provided to illustrate how teachers may implement this model with children that experience challenging behaviors and ways in which their practice could be transformed. The article concludes with recommendations …

Talking About Language In Pre-School: The Use Of Video-Stimulated Recall With Emergent Bilingual Children, P. Zitlali Morales, Joseph C. Rumenapp

Journal of Multilingual Education Research

After first discussing the ideologies (standard and monolingual) implicit in language education in the United States, we argue for a necessary ideological shift in the way multiple languages and other forms of semiotic communication are understood, used, and supported in preschool for emergent bilinguals. We present examples from a preschool study in Illinois where emergent bilingual children in two classrooms used video-stimulated accounts to make sense of their actions. Students used multiple semiotic resources – including English, Spanish, and embodiment – to collaborate with others and represent their ideas. Our findings include evidence of language awareness and awareness of audience …

Position Statement On Bilingual Education In Early Childhood/Preschool Programs, New York State Association For Bilingual Education

Journal of Multilingual Education Research

The main goal of the New York State Association for Bilingual Education (NYSABE) is to ensure equitable access to all educational opportunities for English language learners (ELLs)/bilingual students in New York State. To this end, NYSABE affirms its commitment to Bilingual Early Childhood/Preschool programs for all ELLs/bilingual learners that underscore the academic, socio-emotional, and language needs of these students by building upon the rich linguistic and cultural experiences that they bring from their homes and communities.

Rethinking Preschool Education Through Bilingual Universal Pre-Kindergarten: Opportunities And Challenges, Zoila Morell

Journal of Multilingual Education Research

Historically, little was known about the services and experiences that young children have before they enter school in the United States. In fact, there was no unifying system that captures the early experiences of children across the country during the preschool years that might bridge early care programs with early education; much of what is known relates to utilization rates for federally funded programs such as Head Start and Early Head Start or state funded subsidies for childcare (Early Childhood Data Collaborative, 2011).

Table Of Contents, V7

Journal of Multilingual Education Research

Includes title page, In Memoriam of Giselle Esquivel (1950-2017), table of contents, and reviewers for Volume 7 of the Journal of Multicultural Education Research

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