Bilingual, Multilingual, and Multicultural Education Commons^™

Home Of The Brave Book Study Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

Individuals lead storied lives, and everyone has a story to tell. Our stories can be shared orally and documented in print. Often, learners are exposed to stories through novels and other trade books. Teacher educators may benefit from using the stories in novels and trade books as case studies in preservice teacher preparation course. This assignment description outlines how to use the novel, Home of the Brave by Katherine Applegate, as a case study to contextualize and understand the lived story of an individual learning a second language and living in a new country. Through the novel, preservice teachers experience …

Nikole Uw!, Erin Catoggio, Aj Humenik, Emily Papagiannis, Alyssa Varga

Games

Practice speaking, hearing, and moving in Munsee (Lenape)! This game is modeled after Simon Says and includes instructions, a caller's card, and a sample color wheel, all of which can be adapted to players' interests and abilities.

The Journey Box: Promoting Language Development While Exploring One’S Identity, David Wolff

Open Educational Resources - Teaching and Learning

A Journey Box allows students to explore and share their family’s historical narrative using primary sources like interviews and artifacts. Students explore different facets of their own family’s history and journey to America while engaging in a larger shared experience among classmates to understand different perspectives. The Journey Box develops oral and written language skills while supporting individual’s exploration of their culture and identity.

Ensuring Equity And Excellence For English Learners: An Annotated Bibliography For Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.

The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles …

Teaching World Languages With And For Social Justice, Max Kivi

Undergraduate Research Symposium 2021

Language learning does not occur in a political, social, cultural, or historical vacuum. To learn a foreign language is to learn another way to see the world and to gain a glimpse into another’s perspectives, history, and culture. Since their inception within the United States, far too many world language programs have not strayed from teaching vocabulary, grammar, and stagnant interpretations of culture due to a perceived lack of space in the curriculum or low linguistic abilities of their students. In the last two decades, multiple world language educators and scholars (e.g., Johnson & Randolph, 2017; Glynn, Wesley & Wassell, …

Decoding The 1920s: A Reader For Advanced Learners Of Russian, Nila Friedberg

PDXOpen: Open Educational Resources

Adopt/Adapt
If you are an instructor adopting or adapting this open educational resource, please fill out this form.

To contact Nila Friedberg, please see her Portland State University profile page.

Abstract
The materials presented in this book were developed for an advanced-level content-based Russian language course at Portland State University entitled “Russian Literature of the Twentieth Century: The 1920s.” Literature of this period is a major part of the Russian canon, but is notoriously difficult for learners of Russian to read in the original, due both to its stylistic complexity and the relative obscurity of its historical, political, …

Leveraging Equity And Excellence For English Learners: An Annotated Bibliography, Center For Equity For English Learners

Annotated Bibliographies

Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 100 annotations from both recent and seminal literature (released between 1994–2018) that have significant implications for policy and practice for English learner (EL) schooling and academic achievement. The purpose of this annotated bibliography is to serve as a resource for educators and advocates who are working for equity and justice for ELs. The Center for Equity for English Learners conducted a review of empirical and theoretical articles from peer-reviewed journals, as well as books, book chapters, and reports from leading scholars in the field. This annotated bibliography …

Sobrato Early Academic Language (Seal) Model: Final Report Of Findings From A Four-Year Study, Center For Equity For English Learners, Loyola Marymount University, Wexford Institute

Reports

The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California.

Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot …

Resources For Teachers Of French In Maine, Emmanuel Kayembe Phd

Original Research

An educational resource describing methods and resources for teaching the French language using traditional Franco-American songs. This guide was commissioned by the Maine Department of Education.

Myth And Reality: Reflections On Our Travels Through West Africa, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A collection of essays by the University of Dayton faculty who participated in the 2018 and 2019 Global Education Seminars focusing on West Africa.

Cover, Front Matter, University Of Dayton

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.

Acknowledgments, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.

Introduction, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.

Chapter 1: The Power Of Moments, Martha Henderson Hurley

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Chapter 2: A Native’S Flashback Into The University Of Dayton Global Education Seminar, Philip Appiah-Kubi

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Chapter 3: A Study In Contrasts And Connections, Bobbi Sutherland

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Chapter 4: Seeing Africa Through The Eyes Of An Educator, Rochonda L. Nenonene

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Chapter 5: ‘Ghana Calls’ To Ud, Laura M. Leming F.M.I.

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Chapter 6: How Can We Move Away From Social Injustices? A Catholic, Marianist Perspective, Joseph M. Day

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Chapter 7: Perspectives On West Africa: Reminiscences Of The Global Education Seminar In Ghana And Togo, Sharon Davis Gratto

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Chapter 8: Africa’S Gifts To The World, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Chapter 9: Looking Ahead, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.

Additional Photographs, University Of Dayton

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.

Toro Times: Raising Our Voices!, Griffee Albaugh, Tiana Andrade, Mitchell Chen, Eric Cho, Kimberly Contreras, Minerva Ipatzi, Natalie Oporta, Jorge Cortes, Wendy Flores, Victoria Sato, David Hernandez, Kendall Hill, Ryan Guzman, Jose Lopez Huerta, Gerard Villaseñor, Isa Basche, Anthony Castro, Adolfo Bello, Raymond Ferman, Paul Callahan, Olivia Coston, Julie Ornelas, Jane Gore, Jiva Jimmons, Sakura Kato, Jessie Latin, Erin Leung, Diana Miranda, Sydnie Partida, Reuben Regalado, Kimberly Velazquez, Isabelle Arriaga, Ezekiel Banda, Angelynn Benitez De La Cruz, Airiale Hernandez, Alana Caires, Katelyn Carbajal, Karly Eastley, Kiaya Estes, Layla Fulton, Leslie Rosales, Bella Ryan, Marisol Gallardo, Krystal Gonzalez, Ciera Ortiz, Brody Shellenbarger, Jackie Solano, Kyra Gallego, Vanessa Garcia, Nhi Vo, Emily Gutierrez, Sarah Hernandez, Keila Pineda, Valerie Quinones, Luke Kudlinski, Samantha Mbodwam, Alexa Muro, Jasmine Nava, Dayana St. Clair, Lizbeth Teran, Heaven Wong

Yorba-Chapman Writing Partnership Anthology of Journalistic Writing

During the Spring 2019 semester, Dr. Noah Asher Golden's Teaching of Writing K-12 students partnered with the Journalism class at Yorba Academy for the Arts. Through collaboration over a four-month period, Chapman's future teachers and Yorba's junior high journalists engaged a deep writing process to write a series of features, editorials, and news articles related to a number of global issues. Thank you to Principal Preciado-Martin, former principal Tracy Knibb, Mrs. Andrea Lopez, Mrs. Kori Shelton, and the Lloyd E. and Elisabeth H. Klein Family Foundation for supporting this project.

No.4, September 2015: Incorporating Scaffolded Dialogic Reading Practice In Teacher Training: An Opportunity To Improve Instruction For Young Dual Language Learners In Transitional Kindergarten, Carola Matera Ph.D.

Education and Policy Briefs

Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a …

Project-Based Learning For English Learners: Promises And Challenges, Gisela O’ Brien, Ph.D., Magaly Lavadenz, Ph.D., Elvira G. Armas, Ed.D.

Practitioner Journal Articles

In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.

Mapping Writing Development In Young Bilingual Learners, Ana M. Hernández, Ed.D., Magaly Lavadenz, Ph.D.

Practitioner Journal Articles

A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies …

Preventing Long-Term English Learners: Results From A Project-Based Differentiated Eld Intervention Program, Magaly Lavadenz, Ph.D., Elvira G. Armas, Ed.D., Rosalinda Barajas

Practitioner Journal Articles

In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3^rd and 7^th grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective …

Pursuing Regional Opportunities For Mentoring, Innovation, And Success For English Learners (Promise) Initiative: A Three-Year Pilot Study Research Monograph, Laurie Olsen Ph.D., Kathryn Lindholm-Leary, Ph.D. Ph.D., Magaly Lavadenz Ph.D., Elvira G. Armas Ed.D., Franca Dell'olio Ed.D.

Reports

The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties.

Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the …

Think Aloud Protocols: Teaching Reading Processes To Young Bilingual Students, Magaly Lavadenz Ph.D.

Practitioner Journal Articles

This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.