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Articles 1 - 11 of 11
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
From Experiences To Beliefs: An Exploratory Case Study On Science Teachers’ Attitudes Towards Emergent Bilinguals, Yamil Ernesto Ruiz
From Experiences To Beliefs: An Exploratory Case Study On Science Teachers’ Attitudes Towards Emergent Bilinguals, Yamil Ernesto Ruiz
All Dissertations
Emergent bilingual (EB) students in the US are those who are in the process of developing academic English proficiency. EBs are some of the fastest growing populations of students in American public schools. There exists a great deal of research geared towards developing both curricular resources and instructional strategies to best support EBs in the science classroom, however many of these professional development studies lament the lack of growth in terms of achievement in science learning outcomes of EBs. It is possible that due to a lack of transformation in their beliefs that the teachers in these studies do not …
Emergent Bilinguals’ Participation In Multilingual Engineering Learning Ecologies, Alberto Esquinca, Maria Teresa De La Piedra, Lidia Herrera-Rocha
Emergent Bilinguals’ Participation In Multilingual Engineering Learning Ecologies, Alberto Esquinca, Maria Teresa De La Piedra, Lidia Herrera-Rocha
Journal of Pre-College Engineering Education Research (J-PEER)
Students classified as English language learners (ELLs), many of whom are also Hispanic/Latine´/x, are at times excluded from opportunities to engage in engineering design experiences due to the emphasis on learning English. In dual language bilingual education, however, language policies that allow for the use and development of more than one language afford opportunities for ELLs that are not available in monolingual environments. We draw on a multilingual learning ecology theoretical framework to analyze data gathered from a two-year ethnographic study. During approximately 200 hours of field work, we gathered multiple forms of data through ethnographic methods, to include field …
Engaging Middle School Emergent Bilinguals In Language Awareness: A Practitioner Researcher Study, Carol Lickenbrock
Engaging Middle School Emergent Bilinguals In Language Awareness: A Practitioner Researcher Study, Carol Lickenbrock
Dissertations
This practitioner research study (Cochran-Smith & Lytle, 2009) traced the journey toward critical literacy of a group of seven emergent bilinguals and me, their teacher, over the course of a four-month unit on argument as part of our English for Speakers of Other Languages 3 (ESOL3) class. Many of these students, like many emergent bilinguals in the United States, had been disempowered because they had not had access to the academic texts of school. As part of this research, students worked with tools of Systemic Functional Linguistics (SFL) to analyze the interpersonal, ideational and textual metafunctions of argumentation in lessons …
No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Rosa I. Castillo-Rocha
No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Rosa I. Castillo-Rocha
Capstone Projects and Master's Theses
For this Capstone Project, the researchers investigated how monolingual teachers view the support and resources they received to teach English Language Learners (ELL) and what they thought could be done to improve their teaching effectiveness. An evidence-based argument is offered that monolingual teachers were not being provided with effective support and resources. More specifically, three themes emerged from an analysis of the data obtained from interviews of monolingual teachers and administrators. Based on the emergent themes, an action was undertaken to help monolingual teachers better address the needs of ELLs. This is an important issue for monolingual teachers because the …
Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro
Doctoral Dissertations
This dissertation examines the impact of a district-wide professional development initiative to foster equitable pedagogies and practices for emergent bilingual students. The initiative spanned five years, 2012-2017, across one of the largest school districts in the Northeast. This quasi-experimental, mixed methods case study was conducted across twelve schools to investigate the efficacy of a sheltered instruction professional development program in three areas: 1) teacher learning and knowledge about sheltered instructional practices (n=1457) and application of the newly learned practices (n=70), 2) student learner outcomes, as measured by a standardized assessment, through three cohorts of third through eighth graders (n=457) and …
Emergent Bilinguals And Academic Language Acquisition Through The Use Of Sentence Frames, Leah Clougherty
Emergent Bilinguals And Academic Language Acquisition Through The Use Of Sentence Frames, Leah Clougherty
Cal Poly Humboldt theses and projects
Emergent bilinguals are a growing demographic in the United States, but little research has been completed on certain aspects of language acquisition, such as the commonly known practice of using sentence frames as a means for academic language acquisition in the middle school classroom. In order to learn more about practices being implemented within my own classroom and to add to the body of research on academic language acquisition, I analyzed the effectiveness of student writing with and without use of sentence frames within the existing curriculum in a pilot study utilizing a mixed methods approach.
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin
Journal of Pedagogy, Pluralism, and Practice
In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to …
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Journal of Pedagogy, Pluralism, and Practice
Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the …
Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager
Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager
Journal of Pedagogy, Pluralism, and Practice
This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical …
Reach For The Stars: Restructuring Schooling For Emergent Bilinguals With A Whole-Child, Arts-Infused Curricular Approach, Amy Gooden
Journal of Pedagogy, Pluralism, and Practice
This qualitative case study describes a two-year, multi-pronged university-urban school district partnership in Massachusetts sponsored by former Governor Deval Patrick’s Gateways Cities agenda to support an innovative middle school summer enrichment academy for emergent bilingual (EB) learners. The partnership between Boston University and Malden Public Schools aimed at improving EB student success through a whole-child, inclusive, community-arts- infused, content-based curriculum with field trips, guest speakers, conversation classes with bilingual university graduate students, and performing arts, fitness and wellness workshops; a comprehensive teacher training/coaching model; and parent education and community engagement experiences. This chapter examines the impact of the whole-child, community-arts- …
Profiles And Perspectives: Learning Through Descriptive Inquiry At The Cypress Hills Community School, Laura Ascenzi-Moreno, Cecilia M. Espinosa, Sarah Ferholt, Michael Loeb, Berky Lugo-Salcedo, Cecilia Traugh
Profiles And Perspectives: Learning Through Descriptive Inquiry At The Cypress Hills Community School, Laura Ascenzi-Moreno, Cecilia M. Espinosa, Sarah Ferholt, Michael Loeb, Berky Lugo-Salcedo, Cecilia Traugh
Publications and Research
This paper describes the work of a collaborative study group on exploring the multiple literacies of students at one school in Brooklyn, NY. Through descriptive review, the group developed knowledge about how to support student language and bilingualism through responsive techniques.