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Bilingual, Multilingual, and Multicultural Education Commons

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Articles 1 - 11 of 11

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Short Report: Raising Children Bilingually, Henriette Langdon Jun 2015

Short Report: Raising Children Bilingually, Henriette Langdon

Faculty Publications

The purpose of this article is to describe the process of becoming bilingual by sharing my own experience being raised in a four-language environment and how it influenced the upbringing of my daughter in two, and subsequently three languages. The other purpose is to dispel the myth that children with language, developmental and/or intellectual impairments or those diagnosed as being on the autism spectrum cannot or should not be exposed to two languages because it is confusing, or because they simply cannot handle two languages due to their disability. As a bilingual speech and language pathologist (SLP) who has ...


Looking Within: Teacher Critical Self-Reflection On Language And Cultural Integration In Multilingual Schools, Kathryn Brooks, Katya Karathanos, Susan Adams Apr 2015

Looking Within: Teacher Critical Self-Reflection On Language And Cultural Integration In Multilingual Schools, Kathryn Brooks, Katya Karathanos, Susan Adams

Faculty Publications

Genor (2005) proposed a framework for teacher reflection that included three stages of reflection: Unproblematized reflection, problematized reflection and critically problematized reflection. This study built upon Genor’s (2005) framework. The researchers of this current study taught English as a second language (ESL) coursework over two semesters to inservice educators. Analysis of participants’ course documents and instructional artifacts revealed factors that contributed to changes in beliefs and professional practices in teaching multilingual students. These factors included teachers’ (1) capacity to identify one’s biases and assumptions, (2) perceived purposes for incorporating students’ native languages and cultures in instruction, (3) levels ...


Equitable Education Of English Learners In The Common Core Age: Implications For Principal Leadership, David Whitenack Mar 2015

Equitable Education Of English Learners In The Common Core Age: Implications For Principal Leadership, David Whitenack

Faculty Publications

This paper highlights the importance of school principals in English Learners’ academic achievement in the age of the Common Core State Standards. Revising the curriculum of administrator preparation programs to include a greater emphasis on curriculum and instruction is one approach to enhancing principal leadership for English Leaners. Another approach is to reculture site-level instructional leadership through professional development to address the academic learning needs of English Learners.


Towards An Assumption Responsive Information Literacy Curriculum: Lessons From Student Qualitative Data, Rob Morrison, Deana Greenfield Jan 2015

Towards An Assumption Responsive Information Literacy Curriculum: Lessons From Student Qualitative Data, Rob Morrison, Deana Greenfield

Faculty Publications

This chapter will describe how the collection of data on college student assumptions impacted the development and revision of credit courses in digital information literacy. Drawing on qualitative data from pretests, assignments, questionnaires, reflection journals, and student evaluations, the authors will detail their teaching experiences and the development of an assumption responsive curriculum which challenges students to draw connections between new material and prior questions, concerns, and beliefs. We will also discuss the impetus for the development of our pretest survey tool, thoughts on why student assumptions matter in the classroom, and provide excerpts from the qualitative student data that ...


Learning To Teach English Learners: Instructional Coaching And Developing Novice High School Teacher Capacity, Felice Atesoglu Russell Jan 2015

Learning To Teach English Learners: Instructional Coaching And Developing Novice High School Teacher Capacity, Felice Atesoglu Russell

Faculty Publications

The number of English learners (ELs) in our schools continues to increase, and at the same time, the academic achievement of ELs consistently lags behind the achievement of native-English-speaking peers (Goldenberg & Coleman, 2010). These second language learners bring with them a set of special needs for teaching and learning, especially for mainstream content area teachers, who often have little or no specialized training for meeting these needs (Bunch, 2010). Although there is not yet extensive empirical work focused on how mainstream content teachers at the secondary level typically teach ELs or how they learn to more effectively teach these children in mainstream classrooms, scholars have begun to address the importance of linguistic knowledge for mainstream classroom teachers (Fillmore & Snow, 2000; Harper & de Jong, 2004; Lucas, Villegas, & Freedson-Gonzalez, 2008; Walqui, 2000). These scholars have argued that teachers need to provide rigorous, content-rich academic course work integrated with language development strategies to meet the instructional needs of ELs. This push for mainstream teachers to teach all students high-level content, including all levels of ELs, creates a challenging instructional environment, especially for novice teachers.


Interpreter-Assisted Speech-Language Intervention In Poland: Needs, Possibilities And Prospects (Współpraca Polskiego Logopedy Z Tłumaczem – Potrzeby, Możliwości I Perspektywy), Katarzyna Gaweł, Henriette Langdon, Katarzyna Węsierska Jan 2015

Interpreter-Assisted Speech-Language Intervention In Poland: Needs, Possibilities And Prospects (Współpraca Polskiego Logopedy Z Tłumaczem – Potrzeby, Możliwości I Perspektywy), Katarzyna Gaweł, Henriette Langdon, Katarzyna Węsierska

Faculty Publications

Due to the constantly evolving global demographic situation, speech-language therapists (SLTs, also: speech-language pathologists – SLPs) have to deal with an increasing workload of bilingual/multilingual clients. This article presents results of a survey conducted among Polish SLTs aimed at investigating their views with regards to the possibility of collaboration with an interpreter during therapeutic intervention. The original version of the questionnaire (Gaweł & Węsierska, 2014) used in this survey was filled out by 206 respondents from different areas across Poland. The following issues were addressed in the study: the SLTs’ views on the incidence of bilingualism in Poland, their self-evaluation of ...


Book Review: Biliteracy From The Start: Biliteracy Squared In Action, Allison Briceño Jan 2015

Book Review: Biliteracy From The Start: Biliteracy Squared In Action, Allison Briceño

Faculty Publications

A review of Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla. (2014). Biliteracy from the Start: Literacy Squared in Action. Philadelphia, PA: Caslon Publishing. 224 pp.


Review Of Schooling For Resilience: Improving The Life Trajectories Of African-American And Latino Males, Nina M. Ellis-Hervey Jan 2015

Review Of Schooling For Resilience: Improving The Life Trajectories Of African-American And Latino Males, Nina M. Ellis-Hervey

Faculty Publications

References

Fergus, E., & Noguera, P. (2010). Doing what it takes to prepare black and Latino males in college. In C. Edley & J. Ruiz (Eds.), Changing places: How communities will improve the health of boys of color (pp. 97-139). Berkeley, CA: University of California Press.

Noguera, P. (2012). Saving black and Latino boys: What schools can do to make a difference. Phi Delta Kappan, 93(5) (February 2012), 8-12.

Schott Foundation. (2010). State report on public education of black males. Cambridge, MA: Author. www.blackboysreport.org.


"I Don't Understand What You're Saying!": Lessons From Three Esl Writing Tutorials, Eun-Young Julia Kim Jan 2015

"I Don't Understand What You're Saying!": Lessons From Three Esl Writing Tutorials, Eun-Young Julia Kim

Faculty Publications

This article presents three case studies that closely examine various types of inter-actions taking place in writing center tutorials involving newly arrived pre-ma-triculated ESL writers. By learning what strategies tutors commonly use and how successfully the ESL writers negotiate their goals for the visit and the form and meaning of their text through this sample, this study aims to help identify what characterizes successful tutorials and what unique challenges English language learners might face when interacting with tutors. Results from these case studies show that it is not how many corrections tutors make or suggest for the students’ papers, but ...


Immigrant Children In The Age Of Educational Reform, Audrey Figueroa Murphy Jan 2015

Immigrant Children In The Age Of Educational Reform, Audrey Figueroa Murphy

Faculty Publications

Immigrant children are the fastest growing subgroup among United States schoolchildren today. This paper explores how the new testing movement affects these students, many of which are English language learners.The passage of new federal laws mandating that all students be tested within one year of entrance into a U.S. school is refuted by long standing research. Studies have demonstrated that it takes five to seven years for students to attain the academic language necessary to achieve success in educational settings.This paper explores the instructional program options for immigrant students and advocates for changes in the current testing ...


Teachers’ Perceptions Of The Implementation Of The Literacy Common Core State Standards For English Language Learners And Students With Disabilities, Audrey Figueroa Murphy, Elizabeth Haller Jan 2015

Teachers’ Perceptions Of The Implementation Of The Literacy Common Core State Standards For English Language Learners And Students With Disabilities, Audrey Figueroa Murphy, Elizabeth Haller

Faculty Publications

This qualitative study explored the experiences of U.S. teachers of English language learners (ELLs) and students with disabilities (SWDs) as they sought to align the new Common Core State Standards (CCSS) with previously used standards and instructional approaches during the first year of CCSS implementation. Open-ended interviews were conducted with 20 ELL and SWD literacy teachers to investigate (1) the teachers’ experiences as they began the alignment of their curriculum and teaching methods with the CCSS, (2) the teachers’ perceptions of the support that they received and that they still require, and (3) the teachers’ perceptions of the challenges ...