Bilingual, Multilingual, and Multicultural Education Commons^™

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 Linguistics And Identity In L2 Teaching And Learning: Agency Through Linguistic Enrichment, Differentiated Instruction And Teacher Identity, Marnie Jo Petray, Rebecca Shapiro, Gladys M. Vega

Publications and Research

Language, procedure, and identity are L2 teaching/learning essentials that may promote agency and stimulate synergies among knowledge, practice, and reflection (Diaz Maggioli, 2014; Duff, 2012). This meta-report presents three studies that collectively advance agency and endorse linguistic foundations as enrichment, differentiated instruction as engagement, and teacher identity as empowerment. All of these theoretical constructs are key to successful L2 teaching and acquisition. Study 1 quantitatively reports on introductory linguistics’ presence or absence in 114 master’s programs at 54 US institutions. Findings suggest that linguistics’ curricular presence is inconsistent and training for optimal impact in the L2 classroom is lacking. Given …

Linguicide In The Digital Age: Problems And Possible Solutions, Michael Adelson

French Summer Fellows

This project aims to assess the relative success of revitalization efforts for seven languages: Welsh, Scottish Gaelic, Irish, Hopi, Navajo, Breton, and Occitan. The success of linguistic revitalization is determined through comparative analysis of minority languages in the United States, the United Kingdom, Ireland, and France as seen through each country’s history, melting pot experiences, traditions, language protection laws, education system, in addition to the differing levels of diffusion via the Internet. A key point of analysis is the strength of language protection laws in the United States, United Kingdom, Ireland, and France. Language is the most primordial expression of …

21st Century Learning Ecosystem For Working Learners, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

• What are the experiences of working learners in employer sponsored learning?
• What motivates frontline service workers to participate in employer sponsored learning opportunities, many of which are offered online?
• What factors support working learners’ continued participation and their success?

Rewilding Language Education: Emergent Assemblages And Entangled Actions, Steven L. Thorne, John Hellermann, Teppo Jakonen

Applied Linguistics Faculty Publications and Presentations

Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place-based contexts of language use enabled by locative media. The focal pedagogical intervention utilized mobile augmented reality (AR) activities, the development of which was inspired by research on learning ‘in the wild.’ Applying the principle of reverse engineering, we introduce a pedagogical approach termed ‘rewilding’ for its emphasis on designing supportive conditions for goal-directed interaction outside of classrooms. Three instances of AR materials use are presented from an out-of-class activity associated with university-level language courses involving a quest-type AR game called …

“No Hay Que Cercenar A Los Estudiantes”: Maestros De Inglés Descolonizando Sus Ideologías Lingüísticas Y Prácticas Pedagógicas En Colombia, Rosa A. Medina Riveros, Diana Angelica Parra Perez, Theresa Y. Austin

College of Education Working Papers and Reports Series

Con la globalización y la conectividad, las personas, sus idiomas y culturas entran en contacto a veces chocando entre sí; produciendo prácticas lingüísticas híbridas. El multilingüismo crítico y el translanguaging/ translenguajear son herramientas poderosas que nos pueden guiar para navegar la hibridación cultural y la diversidad semiótica. Esta ponencia explora cómo docentes de Inglés como lengua extranjera en Colombia utilizan el multilingüismo crítico y el translanguaging/ translenguajear (García & Li Wei, 2014) como herramientas de descolonizar sus propias ideologías y prácticas docentes.

En el contexto de un desarrollo profesional transnacional de un año con profesores multilingües de inglés como lengua …