Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 7 of 7
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Boys, Books, And Boredom: A Case Of Three High School Boys And Their Encounters With Literacy, Loukia K. Sarroub, Todd Pernicek
Boys, Books, And Boredom: A Case Of Three High School Boys And Their Encounters With Literacy, Loukia K. Sarroub, Todd Pernicek
Department of Teaching, Learning, and Teacher Education: Faculty Publications
We examine the literacy gender gap through the documented experiences of three representative high schools boys and their teacher—how they view themselves as students, their dispositions toward schooling and education, and their engagement with literacy— as a way to further understand how literacy teachers can better work with them. We offer a case study analysis of the boys’ struggles with academic reading in high school reading classes aimed at addressing the needs of young people who read far below grade level in school. We highlight the multifaceted, complex nature of “struggle” or “reluctance” toward academic reading and argue that no …
Bringing Literacy Home: Latino Families Supporting Children's Literacy Learning, Stephanie Wessels, Guy Trainin
Bringing Literacy Home: Latino Families Supporting Children's Literacy Learning, Stephanie Wessels, Guy Trainin
Department of Teaching, Learning, and Teacher Education: Faculty Publications
DUAL LANGUAGE LEARNERS (DLLS) are part of the educational landscape across the United States. Public school enrollment of dual language learners increased by 51 percent from 1997 to 2008 (NCELA 2011). At the same time, students who are DLLs meet the same academic standards as English-only students after an adjustment period (Goldenberg 2008). The challenge for our schools and communities is educating all students while helping DLLs close the gap in language and cultural understanding so they can succeed in the American educational system. Research suggests that working to close the achievement gap during regular school hours only is not …
Drawing Their Way Into Writing: Culturally And Linguistically Diverse Students Finding Voice Through Mini-Novelas, Stephanie Wessels, Socorro G. Herrera,
Drawing Their Way Into Writing: Culturally And Linguistically Diverse Students Finding Voice Through Mini-Novelas, Stephanie Wessels, Socorro G. Herrera,
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Writing can be a difficult task for many students in today’s classrooms; however, for students who are culturally and linguistically diverse (CLD), writing can be especially difficult. These students often are in the process of developing their facility with the English language, and they possess cultural backgrounds that differ from those of many of their peers and teachers. In addition to these challenges, they face the typical difficulties of selecting ideas to write about for their stories. One way to tap into the cultural backgrounds of Spanish-speaking CLD students is through the use of a strategy called the mini-novela. A …
A Pragmatist Perspective On Building Intercultural Communicative Competency: From Theory To Classroom Practice, Aleidine J. Moeller, Sarah R. Faltin Osborn
A Pragmatist Perspective On Building Intercultural Communicative Competency: From Theory To Classroom Practice, Aleidine J. Moeller, Sarah R. Faltin Osborn
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to provide a deeper understanding and clarity of ICC and its implementation in the language classroom
Building Intercultural Competence In The Language Classroom, Aleidine Kramer Moeller, Kristen Nugent
Building Intercultural Competence In The Language Classroom, Aleidine Kramer Moeller, Kristen Nugent
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article reviews and summarizes the literature on intercultural competence and intercultural communicative competence in order to better understand how these notions can impact the cultural component of a foreign language curriculum. Building on various models of intercultural communicative competence, examples of cultural tasks that promote intercultural communicative competence and represent best practices in language teaching and learning are presented and illustrated for classroom integration.
“A Hidden Part Of Me”: Latino/A Students, Silencing, And The Epidermalization Of Inferiority, Jason G. Irizarry, John Raible
“A Hidden Part Of Me”: Latino/A Students, Silencing, And The Epidermalization Of Inferiority, Jason G. Irizarry, John Raible
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Using Critical Race Theory (CRT) and Latino/a Critical Race Theory (LatCrit) as analytical tools, this article examines the experiences of a seven Latino/a high school students at various points of engagement with the school-to-prison pipeline. Building on and extending Franz Fanon’s (1952) concept of the epidermalization of inferiority, the authors demonstrate the nuanced ways that institutional racism and other interrelated forms of oppression function to contribute to a sense of internalized oppression among Latino/a youth. We critically examine the ways in which dialogue and collaborative research undertaken in a supportive classroom atmosphere can help students move from feeling shame and …
Spoken Spanish Language Development At The High School Level: A Mixed-Methods Study, Aleidine Kramer Moeller, Janine Theiler
Spoken Spanish Language Development At The High School Level: A Mixed-Methods Study, Aleidine Kramer Moeller, Janine Theiler
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Communicative approaches to teaching language have emphasized the centrality of oral proficiency in the language acquisition process, but research investigating oral proficiency has been surprisingly limited, yielding an incomplete understanding of spoken language development. This study investigated the development of spoken language at the high school level over five consecutive years, involving more than 1,500 students representing 23 school districts. Quantitative Standards-Based Measure of Proficiency speaking scores and student-produced qualitative spoken samples (n > 6,000 samples) contributed to an understanding of the development of spoken language. Hierarchical linear modeling (HLM) revealed a consistent growth trajectory of spoken language development, and results …