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Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
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- SIT Graduate Institute/SIT Study Abroad (5)
- Grand Valley State University (4)
- Selected Works (3)
- University of Nebraska - Lincoln (3)
- City University of New York (CUNY) (2)
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- Florida International University (2)
- Kennesaw State University (2)
- University of Massachusetts Amherst (2)
- State University of New York College at Buffalo - Buffalo State College (1)
- Stephen F. Austin State University (1)
- University of Central Florida (1)
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- MA TESOL Collection (5)
- Susan Adams (3)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (2)
- Michigan Reading Journal (2)
- All Graduate Plan B and other Reports, Spring 1920 to Spring 2023 (1)
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- Culminating Experience Projects (1)
- Dissertations, Theses, and Capstone Projects (1)
- Doctoral Dissertations (1)
- Electronic Thesis and Dissertation Repository (1)
- FIU Electronic Theses and Dissertations (1)
- Georgia Journal of Literacy (1)
- Journal of English Learner Education (1)
- Journal of Inquiry and Action in Education (1)
- Journal of Multicultural Affairs (1)
- Language Arts Journal of Michigan (1)
- Literacy Practice and Research (1)
- Master of Arts in American Studies Capstones (1)
- Master's Capstone Projects (1)
- Open Access Theses & Dissertations (1)
- Publications and Research (1)
- UNL Faculty Course Portfolios (1)
- UNLV Theses, Dissertations, Professional Papers, and Capstones (1)
- Publication Type
Articles 1 - 30 of 30
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Narrowing The Achievement Gap: Culturally Responsive Teaching For African American Students, Haylee Batzer
Narrowing The Achievement Gap: Culturally Responsive Teaching For African American Students, Haylee Batzer
Culminating Experience Projects
It is no surprise to educators that classrooms are filled with children of all different backgrounds. Most teacher preparation programs try their best to prepare educators to teach students of diversity and support inclusion in the classroom. However, educators are still finding themselves lacking the skills needed to incorporate culturally responsive teaching (CRT) into their classrooms. Students of all backgrounds need inclusive practices to be successful. It is important to all students that they feel supported and seen in the classroom, without these practices schools start to see a decline in graduation rates and an increase in dropout rates. Many …
Toward A Theory Of An Integrated Theoretical Approach Of Literacy For Black Boys, Aaron M. Johnson
Toward A Theory Of An Integrated Theoretical Approach Of Literacy For Black Boys, Aaron M. Johnson
Michigan Reading Journal
In the education landscape the literacy of Black boys is viewed from deficit framing. Often, educators, politicians, and laypeople point to scores on standardized assessments such as the MSTEP, NAEP, ACT, SAT, and NWEA, these tests only tell a part of the story. The part of the story that those assessments do tell is the abject failure of schools’ ability to engage Black boys in school-based literacy and catapult them into proficient and advanced proficient reading levels. The part of the story that those assessments do not tell is the literate lives that Black boys lead. Furthermore, schools do a …
To Be Young, Black, And In The Academy: A Collection Of Lessons, Yetunde Alabede, Jessica Reed, Blake Thompson
To Be Young, Black, And In The Academy: A Collection Of Lessons, Yetunde Alabede, Jessica Reed, Blake Thompson
Michigan Reading Journal
Literacy, a foundational tool that unlocks opportunities, can be viewed in both narrow and confining lenses. We, doctoral students at Michigan State University, center our own experiences in order to redefine such narratives of what literacy means, can mean, and should mean for students of color throughout the African Diaspora. We explore methods to disrupt, experiences to resist, and questions to challenge the ways that students and educators engage with various concepts of literacy. Though we come from various backgrounds, this manuscript seeks to push forward a dialogue that allows for the multiple literacies that Black children have, language and …
Virtual Free-Writing Journal Portfolios In An Intensive English Program In Iraq, Charles Mckinney
Virtual Free-Writing Journal Portfolios In An Intensive English Program In Iraq, Charles Mckinney
MA TESOL Collection
Middle-Eastern English language learners (ELLs), specifically Iraqi students, are often not well equipped to succeed in university settings where English is the medium of instruction (EMI) for their intended graduate and undergraduate studies. Oftentimes, they are weaker in their academic literacy skills, when compared to listening and speaking, and need extra scaffolding and/or remedial instruction to develop their reading and writing dexterity for overall academic success. One way to support their writing development is to implement free-writing journal projects that will enable them to cultivate an original writer voice, to think quickly and critically in the L2, and to integrate …
Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano
Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This portfolio is a compilation of essays that describe what the writer has come to see as essential topics in second language acquisition. It begins with a professional environment piece, and then a teaching philosophy statement focused on student identity and interaction in the classroom. This is followed by an essay on observations of teaching. The next two sections focus on pragmatic resistance among advanced learners and the importance of preparing learners for peer interaction. The portfolio concludes with an annotated bibliography outlining the main concepts associated with Communicative Language Teaching, a method that is commonly employed in second language …
Culturally Relevant Teaching For The 21st Century: The Success And Challenges Of Pre-Service Teachers When Using Technology In Critical Ways, Virginie Jackson, Stacy Delacruz, Dominique Harry
Culturally Relevant Teaching For The 21st Century: The Success And Challenges Of Pre-Service Teachers When Using Technology In Critical Ways, Virginie Jackson, Stacy Delacruz, Dominique Harry
Georgia Journal of Literacy
This case study examined pre-service teachers' use of technology as they implemented culturally relevant literacy lessons while tutoring elementary students in their field placement sites. As we enter a new decade, we want our students to be future-ready with technology skills. Here, we present an examination of how pre-service teachers integrated culturally relevant teaching with technology along with a discussion of the tools and devices their students used. Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper …
Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican
Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican
Literacy Practice and Research
The field of literacy remains assailed by a persisting discrepancy between an increasing body of literacy research that honors the diversity in students’ practices juxtaposed against a persistent system of schooling and high-stakes assessment that has not been designed to draw from underrepresented students’ literate assets. This discrepancy has created a situation where teachers often receive well-intentioned instruction from literacy educators about how to address diverse literacy needs, but then, struggle to enact this instruction in the high-stakes testing environment of classrooms and schools where they have little autonomy. We argue in this essay that critical multilingual, critical multicultural and …
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Journal of English Learner Education
This au courant, research-based article offers specific program ideas for teachers during this unprecedented time when supporting our ELLs is especially needed.
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
Journal of Multicultural Affairs
Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual …
Scholastic Liberation: Schools' Impact On African American Academic Achievement, Aaron M. Johnson
Scholastic Liberation: Schools' Impact On African American Academic Achievement, Aaron M. Johnson
Language Arts Journal of Michigan
This article addresses some of the factors that contribute to low achievement observed in African American students. It is common that either schools or school districts are unable to fix the problem or they are unaware about how the beliefs and attitudes about African American students can contribute to their low performance in school. Furthermore, this article encourages school institutions to examine themselves and change school environments to align to the identities of African American students. African American students must be liberated from negative assumptions about them and to do that, individuals and the institution of school as a whole, …
Language, Literacy And Project Based Learning: An Ethnographic Case Study Of A New Tech Classroom In A High School On The Us/Mexico Border, Nora Lee Paugh
Language, Literacy And Project Based Learning: An Ethnographic Case Study Of A New Tech Classroom In A High School On The Us/Mexico Border, Nora Lee Paugh
Open Access Theses & Dissertations
This ethnographic case study sought to understand how English Language Learners used their language and literacy practices within a project based learning (PBL) classroom to complete their PBL tasks. Studies revealed the impact of how English language learners within a PBL learning environment were able to use their language and literacy as a social practices that led to successful student engagement (Call & Sotillo, 1995; Campbell, 2012). This study was conducted at Wilson High School, located along the US/Mexico border. The focus of the case study was a 9th grade combination English/World Geography class of the school's inaugural New Tech …
"Resisting From Within": (Re)Imagining A Critical Translingual English Classroom, Kate Anna Seltzer
"Resisting From Within": (Re)Imagining A Critical Translingual English Classroom, Kate Anna Seltzer
Dissertations, Theses, and Capstone Projects
This ethnographic case study of an urban, linguistically diverse English classroom explores what happened when space was made for students both to voice their experiences living amidst ideologies that marginalize their language practices and identities and to resist such ideologies through writing that pushed monoglossic boundaries. Intensive one-on-one work with a high school English teacher led to the creation of a year-long curriculum that emphasized metalinguistic inquiry and discussion, linked language, power, and identity, and modeled the ways that writers and other artists take linguistic risks in order to critique monoglossic language ideologies.
Over the course of the year, students …
"We Run A Different School Within A School": Educator Perceptions Of Guatemala-Maya Students In A North Georgia Public School System, Anna Tussey
Master of Arts in American Studies Capstones
In recent years, the social and political persecution of the Maya population throughout Central America has led to an influx of Maya women and children migrating to the United States. The increased population of immigrant children presents new challenges for the United States, especially in public education. Maya people are rarely distinguished from the Latinx population, subsequently causing their linguistic and cultural needs to go unmet and unacknowledged. This project focuses on the education of Guatemalan-Maya students in a North Georgia public school system, framed through interviews with educators. The educators selected for this study worked almost exclusively with elementary, …
The Impact Of Service Learning On Pre-Service Teachers Preconceptions Of Urban Education, Sherri Weber
The Impact Of Service Learning On Pre-Service Teachers Preconceptions Of Urban Education, Sherri Weber
Journal of Inquiry and Action in Education
Urban schools, especially those serving high minority, high poverty, and low performing students, are in desperate need of high-quality teachers, yet issues with retention, recruitment, and preparedness plague urban districts (Aragon, Culpepper, McKee & Perkins, 2014). Teacher educators are challenged to prepare teacher candidates to overcome misconceptions about urban schools. This study was designed to explore the effects that one sustained, supervised, course-based service learning experience had on preservice teachers’ preconceptions and attitudes towards urban education. Surveys were administered to 38 teacher candidates before and after their service learning experience at an urban charter school. Results were analyzed using paired …
Efficacy And Implementation Of Automated Essay Scoring Software In Instruction Of Literacies To High Level Ells, Aaron J. Alvero
Efficacy And Implementation Of Automated Essay Scoring Software In Instruction Of Literacies To High Level Ells, Aaron J. Alvero
FIU Electronic Theses and Dissertations
This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1.
After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results …
The Case Of Three Karen Refugee Women And Their Children: Literacy Practices In A Family Literacy Context, Sabrina Dm Quadros, Loukia K. Sarroub
The Case Of Three Karen Refugee Women And Their Children: Literacy Practices In A Family Literacy Context, Sabrina Dm Quadros, Loukia K. Sarroub
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The lack of research about the Karen—one of 135 ethnic groups from Myanmar—limits literacy educators charged with educating this refugee population in public schools. In this case study the authors explore the literacy practices of Karen families when at school and in their homes and within an ESL family literacy program. The case of these refugee families and their experiences are analyzed within a sociocultural theoretical framework along with a focus on literacy adaptation through the lenses of crosscultural studies, adult and language teachers involved in literacy practices, and literacy studies. Four core themes emerged from participant observation, including adult/ …
Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer
Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer
Doctoral Dissertations
The purpose of this dissertation is to explore how teaching an English literature curriculum centered on the stories, experiences, cultures, histories, and politics of LGBTQI (lesbian, gay, bisexual, transgender, queer, intersex) people constitutes a meaningful site for teaching and learning in a high school classroom. The dissertation offers insights on how the teaching of LGBTQI-themed texts in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to critical literacies teaching. The project follows principles of critical qualitative research and employs an ethnographic case study approach with the purpose of transforming educational …
Teac 921b: Seminar In Literacy Studies (Special Topics: Schooling And The Multilingual Mind)—A Peer Review Of Teaching Project Benchmark Portfolio, Theresa Catalano
Teac 921b: Seminar In Literacy Studies (Special Topics: Schooling And The Multilingual Mind)—A Peer Review Of Teaching Project Benchmark Portfolio, Theresa Catalano
UNL Faculty Course Portfolios
This portfolio will document the creation and implementation of a new doctoral seminar in my department. This introductory course to multilingualism and schooling (TEAC 921B) will cover topics related to teaching and learning in the multilingual classroom. The key goals for creating this portfolio are to aid me in creating this new doctoral seminar that reflects and builds on departmental goals for graduate students. In particular I would like to document and address the implementation of two new activities to my teaching ; a language study/journal, and the creation of a documentary film. I foresee using this course portfolio as …
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
Publications and Research
The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of ‘‘Where I’m From’’, broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, the cosmopolitan habits of mind and heart that it is argued are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth …
A Multiple Case Study Of Whiteness And Critical Literacy Practices Among White Elementary Teachers In Urban Public Schools, Amanda Rose Vandehei
A Multiple Case Study Of Whiteness And Critical Literacy Practices Among White Elementary Teachers In Urban Public Schools, Amanda Rose Vandehei
UNLV Theses, Dissertations, Professional Papers, and Capstones
The purpose of this study is to investigate whether white elementary teachers' perception of Whiteness influences critical literacy practices in elementary classrooms in an urban school district in the Southwest United States. This study consists of six white elementary school teachers.
Using Hardiman's model of White Identity Development, (WID) this study specifically explores the phenomenon of Whiteness and how teachers view themselves as having white privilege and advantage in American society. Hardiman's WID model includes five stages of white racial identity development in which a white person begins with no awareness of him or herself as a racial being and …
A Case Study Mapping Literacy Learning Opportunities And Identity Construction Among African Immigrant Youth In A Canadian Secondary School, Wambui J. Gichuru
A Case Study Mapping Literacy Learning Opportunities And Identity Construction Among African Immigrant Youth In A Canadian Secondary School, Wambui J. Gichuru
Electronic Thesis and Dissertation Repository
Studies with immigrant and refugee youth highlight challenges, school failure and early push-out rates (Anisef, 2008; James, 2012; Roessingh, 2010). There is limited research about how immigrant students especially from continental Africa negotiate their identity at school for positive outcomes. The goal of this qualitative case study was to explore literacy learning opportunities afforded by the school for African youth who were learning to become literate in English as an additional language in a Canadian secondary school and the implications for the students’ communicative and identity options.
The study utilized ethnographic tools, i.e., interview, classroom observation, mapping literacy activities and …
Secondary Esl Round Table: Excavating Our Common Core Subject Standards Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams, Kathryn Brooks
Secondary Esl Round Table: Excavating Our Common Core Subject Standards Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams, Kathryn Brooks
Susan Adams
Presentation at the 2012 Indiana Teachers of English to Speakers of Other Languages (INTESOL) Annual Conference, Indianapolis, IN, October 6, 2012.
Secondary Esl Round Table: Excavating Our Ccss Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams
Secondary Esl Round Table: Excavating Our Ccss Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams
Susan Adams
Presentation at the 2012 Literocity Conference, Indianapolis, IN, July 9, 2012.
Theatre Of The Oppressed A Manual For Educators, Gopal Midha
Theatre Of The Oppressed A Manual For Educators, Gopal Midha
Master's Capstone Projects
Promoting social equity and justice, I think, are not just important but essential qualities in a good educator. My experience as a graduate student at University of Massachusetts helped me understand and practice different ways in which this could be done. For instance, I learnt how I could promote social justice through changes in curriculum, co-operative learning, inter-group dialogues or multicultural education. However, my search was for a method that did not require literacy as a pre-requisite and that went beyond mere conversations about social justice. One of the key elements of the power structures which lead to oppression, I …
Critical Literacy With English Language Learners, Susan Adams, Kathryn Brooks
Critical Literacy With English Language Learners, Susan Adams, Kathryn Brooks
Susan Adams
Workshop presented at the Reggio Collaborative Conference, Indianapolis, IN, August 2009.
The Role Of Nifl Content Standards And Casas Competencies In An Esl Adult Education Teacher’S Course Development, Mary Anne Sullivan
The Role Of Nifl Content Standards And Casas Competencies In An Esl Adult Education Teacher’S Course Development, Mary Anne Sullivan
MA TESOL Collection
This project explores the relevance of the National Institute of Literacy (NIFL) Equipped for the Future (EFF) Content Standards to an Adult Education ESL Teacher’s course development and the prioritization of the CASAS competencies in an Adult Education ESL Teacher’s course development. It examines their role among other sources of input for teacher course development. And finally it concludes that the degree of implementation of the EFF Content Standards and CASAS competencies is dependent on the appropriateness to the context.
Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann
Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The following list of principles is my attempt to share general recommendations to teachers of ESOL and/or limited literacy adults based on my specific practice running a bilingual family literacy program and confirmed by my more recent experience as a volunteer bilingual literacy teacher at the Asociación Latinoamericana (in Atlanta). Though I believe in bilingual classroom environments, I think the principles identified here are also pertinent to monolingual ESL environments.
Teaching Esl Literacy To The Functionally Illiterate Adult: Using Language Experience And Words In Color, Kimberly Gerould
Teaching Esl Literacy To The Functionally Illiterate Adult: Using Language Experience And Words In Color, Kimberly Gerould
MA TESOL Collection
This thesis attempts to arrive at a personal approach to teaching reading in English as a second language to functionally illiterate adults in a multilingual ESL classroom. There is a brief review of some of the research on teaching reading and on the reading process, as well as a review of the major teaching reading methodologies. Two approaches to teaching reading, the Language Experience Approach and Words in Color, are then focused on. The author suggests ways in which these two approaches can be adapted to the adult ESL classroom and integrated with other approaches. Finally, a series of concrete …
An Esl Program With Laotian Refugees, Patricia A. Ryan-Croes
An Esl Program With Laotian Refugees, Patricia A. Ryan-Croes
MA TESOL Collection
This project is a report on an ESL program developed for and taught to a Laotian couple who arrived in Brattleboro, Vermont in December 1979. The program took place from January to March 1980. The purpose of this report is to present and discuss issues, incidents, suggestions and conclusions regarding the teaching of ESL to Laotian refugees which may be helpful to program organizers and teachers.
The first part of the report details the refugee couple's background before their arrival in Brattleboro. Next is a description of the process of organizing the program and establishing the classroom procedure. This is …
Methods And Materials For Esl Literacy, Ann Ebersole Strauch
Methods And Materials For Esl Literacy, Ann Ebersole Strauch
MA TESOL Collection
Literacy education for adolescents and adults has been a perplexing problem for ESL teachers, who are generally unprepared for this specific type of instruction. Materials designed for native-English speakers are not suitable for ESL literacy instruction, and teacher-training institutions are not providing preparation for ESL literacy for prospective ESL teachers. Furthemore, very little research has been done on ESL literacy. In spite of this dearth of information and lack of suitable didactic materials available, substantial numbers of nonliterate students are seeking ESL instruction. This thesis addresses the need for methods and materials specifically intended for ESL literacy instruction.
Library research …