- Academic language (2)
- Special Immigrant Juvenile Status (1)
- Emergent bilinguals (1)
- Japanese language education (1)
- Classroom discourse (1)
- Equity (1)
- Mathematics (1)
- Concept development (1)
- Professional development (1)
- Asian American (1)
- South Asian history (1)
- Immigration (1)
- English learners (1)
- California (1)
- Functional perspective (1)
- Meaning-making (1)
- History curricula (1)
- Textbook controversies (1)
- Long distance nationalism (1)
- Sheltered instruction (1)
- Educational equity (1)
- Neoliberalism (1)
- Diversity (1)
- Latin America (1)
- Higher education (1)
- Inclusion (1)
- Hindu nationalism (1)
- ELLs (1)
- Asylum (1)
- Investment (1)
Articles 1 - 7 of 7
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu
The motivation for this research is the subordinated position of writing in Japanese language education. As many studies indicate, writing in Japanese language education is often perceived as a space for teachers to monitor learners’ acquisition of grammar structures and kanji (Hirose, 2015; Kumagai & Fukai, 2009; Ramzan & Thomson, 2013). Such discourse of writing conceives Japanese writers, especially elementary writers, as individuals who have little agency in making meaning.
The purpose of my dissertation study is to explore alternative discourses of writing that position elementary Japanese language learners as agentive meaning-makers. For this inquiry, first, I explore literatures that inform this dissertation study. This literature review explores systemic functional linguistics, or SFL, which explicitly situates one’s meaning-making in a social context. This review also explores critical instantiations of SFL, which emerged across disciplines. Then, I design a conceptual framework that is essential for my inquiry. I revisit (critical) SFL theories of text and context, and weave them together with post-structuralist theories of identity to investigate collegiate Japanese language learners’ identity and their meaning-making. Based on this conceptual framing, I propose a new pedagogy. This pedagogy resides in literacy practices which enhance learners’ awareness of linguistic choice in a social context (Rose & Martin, 2012), while it also actively incorporates literacy practices in which individuals can invest their time and effort in negotiation with their future affiliation (Norton Peirce, 1995; Norton 2013). I utilized this pedagogy to teach a personal narrative genre in a US college level elementary Japanese course. By drawing on Fairclough’s critical discourse analysis (1989; 1992; 2003), I conducted textual analysis on each participant’s personal narrative texts and interpreted the linguistic cues in reference to their negotiations with identities and ...
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
This study explores how an elementary mathematics teacher supported English language leaners’ (ELLs’) academic language and concept development in the context of current high- stakes school reform. The conceptual frameworks informing this study include Halliday’s theory of systemic functional linguistics (e.g., Halliday & Matthiessen, 2014) and Vygotsky’s sociocultural theory of concept development (Vygotsky, 1986). Specifically, this study analyzes the interplay between academic and everyday language and how this interplay can facilitate the development of what Vygotsky referred to as “real” or complete concepts as students shift from “spontaneous” to more “scientific” understanding of phenomenon (Vygotsky, 1986, p.173 ...
Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro
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 ...
Saffronizing California’S History Curriculum: Long Distance Hindu Nationalism In The United States, Pei-Hsuan Wu
Since the 2000s, how U.S. schools teach about South Asia has been the site of contestation. In California, official processes soliciting community input into history curricula have brought ideological clashes between conflicting factions to the California Department of Education. The conflicts over South Asian history are an extension of struggles in India, in the context of the rise of Hindu nationalism, a widespread movement toward a “Hindus-first” India, partly through brutalizing subaltern communities and dissidents. Such violence has often been justified through manufactured histories vilifying Indian minorities and supporting the notion of an ancient, glorious Hindu civilization. From the ...
Navigating The Racialized Neoliberal Gaze: Asian American Women Diversity, Equity, And Inclusion Professionals In U.S. Higher Education, Ariana Dasgupta
Substantial research has addressed the experience of Asian American students in higher education (Hune, 2002; Ng & Lee, 2007; Buenavista, Jayakumar, & Misa-Escalante, 2009; Museus & Chang, 2009; Museus & Kiang, 2009; Pak, Maramba, & Hernandez, 2014; Palmer & Maramba, 2015), and a growing body of literature explores the state of Asian American faculty in higher education (Lee, 2002; Li & Beckett, 2005; Lin, Pearce, & Wang, 2009; Yook 2013). Though research examining how Asian American administrators experience higher education is increasing (Suzuki, 2002; Neilson, 2004; Neilson & Suyemoto, 2009; Li-Bugg, 2011; Reeves, 2015), no studies to date have examined how Asian American women who are diversity, equity, and inclusion (DEI) professionals in higher education experience their roles. This phenomenological study used in-depth interviews to examine how the experiences of Asian American women DEI professionals in higher education demonstrate conformity and conflict with neoliberalism. In ...
Civics Curriculum In French Accredited Education In Morocco: Case Of La Residence School, Khalid Hilal
After more than 60 years of independence, the legacy of the French presence in Morocco is still palpable in the education system. There are school that offer education that was designed for French citizens living in France or overseas to Moroccan students. Students attending such programs may not be exposed to a curriculum that is relevant to their reality. The present dissertation examines the impact of the continuing French colonial legacy on the Moroccan education system through private schools that have adopted and are accredited to teach the same French curriculum as that taught in France. This study sheds light ...
A Qualitative Research Study On Unaccompanied Minors From Latin America, Lorena Caldera
The focus of this study is on a unique immigrant population — unaccompanied minors who have migrated to the U.S. from Latin America, particularly Mexico, Honduras, Guatemala, and El Salvador. The purpose of this qualitative research study is to explore, describe, and understand the migration stories of unaccompanied minors who have migrated to the U.S. from Latin America. Using Lee’s (1966) “Theory of Migration,” this study aimed to uncover the push and pull factors that are motivating youth migration to the U.S. from Latin America, including the social pressures, economic factors, lack of educational and economic opportunities ...