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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 11 of 11
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Variedades. Second Edition. Intermediate/ Advanced Spanish Conversation, Carmela V. Mattza
Variedades. Second Edition. Intermediate/ Advanced Spanish Conversation, Carmela V. Mattza
Faculty Publications
VARIEDADES. Second Edition. Intermediate/ Advanced Spanish Conversation is a textbook for the student at the intermediate / advanced intermediate level. Through audiovisual activities, the student is expected to put their previous knowledge into practice and improve their ability to understand, write, listen, and speak in Spanish. VARIEDADES offers communicative activities that can be easily adapted into courses of different levels. In addition, it offers an appendix of activities with films and a Spanish grammar section that by subject directs the student to electronic databases that are freely accessible or are part of the Open Access platform.
Black Lives Matter In Teaching English As A Second Language!, Kristin Lems
Black Lives Matter In Teaching English As A Second Language!, Kristin Lems
Faculty Publications
The Winter 2020 issue of theIllinois Reading Council Journal published a special issue focusing on “action for equity,” with thoughtful articles and abundant family and classroom resources. This issue of the “wELLcome”column, which is dedicated to topics regarding English language learners (ELLs), continues in that same vein. In this issue, we place the spotlight on ELLs of African descent, their teachers, and their schools.
Truly, Madly, Deeply: Adverbs And Ells, Kristin Lems
Truly, Madly, Deeply: Adverbs And Ells, Kristin Lems
Faculty Publications
In this issue’s column focusing on adverbs and English language learners, columnist Kristin Lems explores some of the basic but not-so-obvious features about adverbs that readers and writers need to learn in order to take advantage of these powerful levers of language. The odds are very good that your native English speakers will also benefit from this information—and you might learn a thing or two as well.
All About The American Flap, Kristin Lems
All About The American Flap, Kristin Lems
Faculty Publications
In this column, I am going to talk about the American flap, a phonological feature of the American English dialect. Those of us with backgrounds in ESL/EFL learn about this in our master’s programs, but I have found that even teachers who have taken a course in linguistics may not be aware of the flap and its important implications for listening, reading, and spelling in English (Lems, Miller, & Soro, 2017)
Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli
Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli
Faculty Publications
Sociolinguistic research has yet to comprehensively address changes in the second language mediated identity, or second language identity (L2I), of English as a second language (ESL) students that take place as a result of traveling abroad and experiencing English in authentic circumstances. First, this study provides an outline of L2I and proposes a framework for evaluating L2I in authentic contexts (i.e. in a country where the target language is the primary means of communication). Second, personal narratives, formal reports, and observed classroom comments of international graduate teaching assistants (ITAs), who were placed in a required English Speaking course as a …
Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli
Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli
Faculty Publications
Sociolinguistic research has yet to comprehensively address changes in the second language mediated identity, or second language identity (L2I), of English as a second language (ESL) students that take place as a result of traveling abroad and experiencing English in authentic circumstances. First, this study provides an outline of L2I and proposes a framework for evaluating L2I in authentic contexts (i.e. in a country where the target language is the primary means of communication). Second, personal narratives, formal reports, and observed classroom comments of international graduate teaching assistants (ITAs), who were placed in a required English Speaking course as a …
Korean Scholars’ Use Of For-Pay Editors And Perceptions Of Ethicality, Eun-Young Julia Kim
Korean Scholars’ Use Of For-Pay Editors And Perceptions Of Ethicality, Eun-Young Julia Kim
Faculty Publications
Many Korean scholars rely on language professionals for preparing English manuscripts. So far, little has been reported on how Korean scholars utilize them and how they perceive various types of help received. This study examines how Korean scholars utilize for-pay editors and translators, and how they perceive various types of textual modifications incurred in the process, based on the data obtained through a survey completed by 88 Korean faculty from three universities. Half of the participants received proofreading help from for-pay editors, and fewer participants received help with translation. They held widely differing views on ethicality concerning scenarios that involved …
From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco
From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco
Faculty Publications
National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of profficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having specific learning disabilities, using a Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) model. In so doing, we argue that instructional practices consistent with a robust Tier 1 framework are beneficial to emergent bilinguals with and without learning disabilities while differentiating Tier 2 and 3 interventions may improve outcomes for emergent bilingual …
Book Review: Biliteracy From The Start: Biliteracy Squared In Action, Allison Briceño
Book Review: Biliteracy From The Start: Biliteracy Squared In Action, Allison Briceño
Faculty Publications
A review of Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla. (2014). Biliteracy from the Start: Literacy Squared in Action. Philadelphia, PA: Caslon Publishing. 224 pp.
The Transformative Potential Of Boundary Spanners: A Narrative Inquiry Into Preservice Teacher Education And Professional Development In An Nclb-Impacted Context, David Whitenack, Patricia Swanson
The Transformative Potential Of Boundary Spanners: A Narrative Inquiry Into Preservice Teacher Education And Professional Development In An Nclb-Impacted Context, David Whitenack, Patricia Swanson
Faculty Publications
This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.
Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack
Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack
Faculty Publications
This quasi-experimental, multi-phase study uses mixed methods to evaluate a professional development initiative focused on integrating mathematics and academic language. The context is a highly diverse urban district facing state takeover. The professional development focused on the understanding of key mathematics concepts and developing content-specific academic language. It linked explicitly to district-adopted texts and prescribed lesson formats. Teachers perceived the strategies to be feasible and beneficial to student learning, and had high rates of implementation. Nonetheless, pacing guides pressuring teachers to quickly cover content pose challenges for continued implementation. Implications for (1) professional development focusing on integrating subject-matter content and …