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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
English Language Learners In The General Education Classroom, Jolie Crane
English Language Learners In The General Education Classroom, Jolie Crane
Honors Theses
English Language Learners are often thrown into the mix of education without much support. This work takes a look into the different ways that general education teachers can support these students while maintaining a regular classroom function.
Translanguaging Views And Practices Of Indiana Dual-Language Bilingual Education Teachers, Amanda Shie
Translanguaging Views And Practices Of Indiana Dual-Language Bilingual Education Teachers, Amanda Shie
The Journal of Purdue Undergraduate Research
As of fall 2018, the United States had 5 million English language learners (ELLs) in the public K–12 education system (National Center for Education Statistics, 2021). Within this population, ELL students in Indiana number over 50,000, or 5.9% of all public K–12 students in the state. Dual-language bilingual education (DLBE) programs often neglect the strategy of translanguaging in the classroom, disadvantaging ELLs. Translanguaging is defined as drawing “on all the linguistic resources of the child to maximize understanding and achievement” and is demonstrated in the natural switching of languages in bilinguals (Lewis et al., 2012). Further, translanguaging attempts to correct …
From Language To Literacy: Structural Features Of Acquired Languages Facilitating English Morphological Awareness, Erin N. Callahan
From Language To Literacy: Structural Features Of Acquired Languages Facilitating English Morphological Awareness, Erin N. Callahan
Selected Honors Theses
Morphological awareness is a crucial metalinguistic skill, specifically for English Language Learners (ELLs). Since languages differ widely in degree of orthographic opacity, degree of morphological fusion, and degree of morphological synthesis, this thesis sought to evaluate the impact of the structural features of other languages upon ELLs’ levels of English morphological awareness. Additionally, the study investigated the relationship between morphological awareness and perceived levels of literacy and oracy proficiency. Multilingual individuals responded to an online survey containing a morphological awareness task and a language history questionnaire. Each language represented in the sample was coded according to its structural features. Subsequently, …