Bilingual, Multilingual, and Multicultural Education Commons^™

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

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.

Foundations Of Bilingual And Bicultural Education, Demet Arpacik

Open Educational Resources

This syllabus is for a course about Bilingual/Bicultural education, including history, goals, models, rationale, legal and legislative basis, linguistic principles, and language evaluation. Current issues and research findings in bilingual/bicultural education are also included.

Rejecting Abyssal Thinking In The Language And Education Of Racialized Bilinguals: A Manifesto, Ofelia Garcia, Nelson Flores, Kate Seltzer, Li Wei, Ricardo Otheguy, Jonathan Rosa

College of Education Departmental Research

Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the “from the inside out” perspective that is required for thinking constructively about the language and education of racialized bilinguals. On the basis of deep personal experience and extensive field-work research, we challenge prevailing assumptions about language, bilingualism, and education that are based on raciolinguistic ideologies with roots in colonialism. Adopting a translanguaging perspective that rejects rigid colonial boundaries of named languages, we argue that racialized bilingual learners, like all students, draw from …

Analysis Of Interactions In A Synchronous Hybrid English Class, Chaoran Wang, Ying Luo

Faculty Scholarship

Interaction plays an essential role in teaching and learning, whether in face-to-face, online, or blended-hybrid settings (Anderson, 2003; Smith & Kurthen, 2007). While hybrid learning has gained in popularity since the COVID emergency, the discourse nature of hybrid classrooms remains less explored. Current literature mainly focuses on the discourse analysis of hybrid interactions in higher education. However, there is limited research in the context of synchronous hybrid instruction for young English language learners (Lin et al., 2017).

Afterschool Club: German For K-5, Justin Solheim

Honors Expanded Learning Clubs

The lessons found in this paper were designed for a group of 20-25 elementary schools students in downtown Lincoln, NE. The students were split into two groups: K-2 and 3-5. Through a variety of activities, the students learned the basics of the German language and culture. Many of the lessons are simple and do not require difficult thinking, as this was a summer club. Instead, they allow students to collaborate, move around, color, and solve puzzles.

Why Parents Chose To Send Their Children To Irish-Medium Immersion Preschools: Learning From Parental Choice Strategies In Celtic Countries, Maire Mhic Mhathuna, Fiona Nic Fhionnlaoich

Articles

This study investigated the reasons Irish parents chose to send their children to Irish-medium preschools settings over other forms of early childhood education. The international literature on parental decision making regarding childcare and relevant studies on immersion education in Celtic countries were reviewed. A parental questionnaire, informed by this literature, was distributed through selected immersion settings in Ireland. Social and cognitive development were the main reasons parents cited in regard to early childhood education and an interest in the Irish language and bilingualism along with the good reputation of the immersion preschool were the reasons they chose immersion preschooling. Comparisons …

Silent Film: A Visual Narrative For Developing Linguistic Competence, Patricia George

Open Educational Resources

Visual narratives in silent films are an effective method for developing linguistic competence in English language education and are equally constructive in developing critical thinking skills across disciplines. “Silent film, more than any other film property, capitalizes on ESL students’ visual literacy, using it as both a foundation and a catalyst for honing the verbal language skills that are key to acquiring and articulating complex knowledge in English” (Kasper and Singer, 2001). Silent films rely on the power of vivid, interactive visual imagery to depict personal struggles, character interactions, and plot development. This medium grabs the attention of ESL students …

Integrating L1 In L2 Classrooms: The Case Of Arabic As A Foreign Language In Us Universities, Martin Isleem

Faculty Journal Articles

For many years, instructors and scholars of the Arabic language in American high- er education schools have debated two pedagogical questions: (1) whether or not non-standardized Arabic varieties, Spoken Arabic, should be integrated with Modern Standard Arabic (MSA) in the foreign Arabic classroom, and if so, (2) what that integration should look like (see Al-Batal, 2017). One of the prominent claims of those favoring MSA in the classroom is that MSA is the more prestigious language variety and therefore better represents Arabic literature, religious tradition and culture (Ryding, 1995:226) However, in the last two decades there has been an evolving …

Optimization Of A Customized Leadership Development Program Upskilling English Language Fluency In Brazil Aviation Leaders, Robin A. Roberts

Publications

Objective: The present study explored how a customized leadership development program (LDP) with coursework taught in English to non-native English speakers could optimize English language fluency in Brazil airline leaders.

Background: Currently, problems exist with a myriad of native language accents and phraseology interfering with cognitive reflexes especially for aircrews and air traffic controllers to safely do their work. Executives from four Brazilian airlines proactively implemented a 14-month LDP focused on English language fluency and leadership enhancements collectively for leaders within their firms.

Method: Blended learning as proposed by the International Civil Aviation Organization provided the experiential …

Story Shaping Ideology: Majoritarian Stories Of English Learners, Tina Keller

Faculty Educator Scholarship

Using interviews, artifacts, email correspondences, and lesson plans collected from six white, female, preservice teachers during their student teaching, this chapter focuses on the stories that shaped their ideologies of the emergent bilingual children in their classrooms. The findings indicate the preservice teachers, while having diverse lived experiences, held some common majoritarian stories concerning English learners. In addition to those majoritarian stories already established in the field, there were three additional stories uncovered in this study that significantly influenced the ideologies of emergent bilingual students. The chapter concludes by encouraging teacher educators to unpack story and use it as a …

Voice As A Tool For Learning: Using Personal Narratives To Eliminate Boundaries, Alexandra Reyes

Department of Middle Grades and Secondary Education Faculty Presentations

In educational linguistics, educators rely on social interactions and real-world experiences to inform pedagogical practice. Such hands-on learning opportunities are not always accessible to students, due to a variety of external factors. Narratives have long been used as tools for teaching and learning in various contexts, particularly when field experiences are unavailable or unfeasible. Personal narratives can be especially powerful, as they provide insight to others’ lived experiences and transcend cultural, geographic, historical, generational, and linguistic worlds. In this presentation I explore the use of written and video personal narratives as a meaningful supplement to (and potential substitute for) field …

Translanguaging To Understand Language, Marcela Ossa Parra, Patrick Proctor

Publications and Research

Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students’ linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study contributes to the knowledge base on translanguaged instruction through the design, implementation, and examination of students’ engagement with the content taught in a set of translanguaged lessons. These lessons were based on a language-based English reading curriculum for Spanish-English bilingual upper elementary students. Our approach to translanguaging pedagogy was characterized by: a) use of bilingual texts; …

Esperanza Rising And Identity: Exploring Literature And Self In Upper Elementary School, Emma Fuller

Honors Theses

Upper elementary students benefit from exposure to windows and mirrors in literature. The term “mirrors” refers to when students can relate to characters and situations, and see their own lives valued in an academic context. Mirrors are important for representation in schools because it allows students to reflect on their own learning. “Windows” allow students to see a perspective into other people’s lives. They are important because they encourage reflection on different ideas and empathy among students. One of many literary works with strong “windows” and “mirrors” is Pam Munoz Ryan’s Esperanza Rising. In this Senior Project, I focused on …

Parents' Experiences Of A Language-Focused Home Visiting Scheme In Ireland, Aisling Ni Dhiorbhain Dr, Maire Mhic Mhathuna, Padraig Ó Duibhir Dr

Articles

This article reports parents’ experiences of the Tús Maith (Good Start) home visiting scheme in South-West Ireland. The goal of Tús Maith is to support parents who wish to speak Irish to their children at home in the Kerry Gaeltacht, an Irish-speaking heartland area. Home visitors spend an hour a week, over a period of six weeks, interacting with children and parents with varying levels of competency in Irish. Home visitors who are native speakers of Irish, offer individualised guidance on how to promote the use of Irish as a home language, while encouraging families to engage in activities …

Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle

Antioch University Dissertations & Theses

Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data …