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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 10 of 10
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
School Leadership Along The Trajectory From Monolingual To Multilingual, Laura Ascenzi-Moreno, Sarah Hesson, Kate Menken
School Leadership Along The Trajectory From Monolingual To Multilingual, Laura Ascenzi-Moreno, Sarah Hesson, Kate Menken
Publications and Research
This article explores the critical role of school leaders in language policy change, and specifically in shifting their language education policies and practices from monolingual to multilingual. We examine the process of language policy change in three schools that were involved in a project aimed at increasing the knowledge base of school leaders about bilingualism and language learning, and which required that participating schools use bilingualism as a resource in instruction and cultivate a school-wide ecology of multilingualism. The project encouraged translanguaging pedagogical strategies that engage the entire linguistic repertoire of emergent bilinguals flexibly. Our findings demonstrate that the school …
Integrated Reading And Writing: A Case Of Korean English Language Learners, Hyonsuk Cho, Janina Brutt-Griffler
Integrated Reading And Writing: A Case Of Korean English Language Learners, Hyonsuk Cho, Janina Brutt-Griffler
Teaching & Learning Faculty Publications
This study reports Korean English language learners’ perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher’s challenges faced during the instruction. A total of 93 students in a middle school in Korea participated in a needs survey, and 69 students at three proficiency levels received the integrated instruction. The study found that students desired extra help on their writing to gain balanced English competence; also they wanted to learn reading and writing together. After the intervention, students at intermediate and …
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 …
Strategies To Reduce Foreign Language Anxiety In Adult Efl Students Of The European Union, Kathleen Hershner
Strategies To Reduce Foreign Language Anxiety In Adult Efl Students Of The European Union, Kathleen Hershner
Master's Projects and Capstones
One of paradoxes in adult foreign language learning is that older learners must communicate in the very language, in this case English, they struggle to acquire. The discomfort that arises from needing to use deficient or non-existent skills in a new language is more acutely felt in adults than children. Adults approach learning new languages with an assumed level of control over themselves and their environment and can easily become frustrated when they're unable to maintain their usual levels of confidence and competence, which can lead to foreign language anxiety. FLA is a specific kind of anxiety defined as an …
Collaborative Power: Graduate Students Creating And Implementing Faculty Development Workshops On Multilingual Writing, Brooke R. Schreiber, Dorothy Worden, Eunjeong Lee
Collaborative Power: Graduate Students Creating And Implementing Faculty Development Workshops On Multilingual Writing, Brooke R. Schreiber, Dorothy Worden, Eunjeong Lee
Publications and Research
A description of how a group of graduate students was able to coordinate institutional resources and connections to put on faculty development sessions for working with multilingual writers (often called ESL students) across the curriculum.
Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Faculty Research, Scholarly, and Creative Activity
It is well established that children with typical development (TYP) exposed to more maternal linguistic input develop larger vocabularies. We know relatively little about the linguistic environment available to children with autism spectrum disorders (ASD), and whether input contributes to their later vocabulary. Children with ASD or TYP and their mothers from English and French-speaking families engaged in a 10 min free-play interaction. To compare input, children were matched on language ability, sex, and maternal education (ASD n = 20, TYP n = 20). Input was transcribed, and the number of word tokens and types, lexical diversity (D), mean length …
Tradición Y Actualidad En La Enseñanza De La Escritura Académica En El Entorno Europeo (Reseña De Rethinking Academic Writing Pedagogy For The European University), David Sánchez-Jiménez
Tradición Y Actualidad En La Enseñanza De La Escritura Académica En El Entorno Europeo (Reseña De Rethinking Academic Writing Pedagogy For The European University), David Sánchez-Jiménez
Publications and Research
No abstract provided.
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.
Leadership And Its Ripple Effect On Research, Aleidine Kramer Moeller, Sheri Hurlbut
Leadership And Its Ripple Effect On Research, Aleidine Kramer Moeller, Sheri Hurlbut
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this chapter we would like to address the impact visionary leadership can have on a field of research. Through forward-looking ideas and projects, an organizational leader’s influence on those who test, research, and inquire into issues that build and deepen the knowledge base in second language acquisition and foreign language education is illustrated through an innovative professional development program that was developed during Helene Zimmer-Loew’s tenure as executive director of the American Association of Teachers of German (AATG). The ripple effect of progressive leadership that inspires others to contribute actively to the well-being of a profession, or an organization, …
Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.
Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.
Faculty Works: EDU (1995-2023)
Over a decade ago, Morse (﴾2000)﴿ suggested that through collaboration, “educators will recognize they are not alone in searching for new modes of human exchange,” noting as well that “rejecting collaboration is not an option” (﴾p. xi)﴿. The complex challenges that English language learners (﴾ELLs)﴿ and their educators encounter on a daily basis with the implementation of new learning standards calls for a collaborative approach to instruction so teachers are better able to pool their talents and resources and offer the best possible learning experiences to ELLs. More specifically, the Common Core Learning Standards (﴾CCLS)﴿—what the Common Core State Standards …