Bilingual, Multilingual, and Multicultural Education Commons^™

Mindfulness And Social Emotional Learning: The Lived Experience Of Students Learning English As A Second Language, Lara Catherine Donnelly

Dissertations

In a phenomenological case study, the author sought to gain an awareness of the lived experiences of 4th and 5th grade ESL students, their parents, and their teachers who participated in the MindUp mindfulness curriculum. The author was interested in the relationship between the mindfulness curriculum and SEL based on the perspective of all three participant groups. Qualitative interviews were conducted with 3 students, at least one parent of each of those three students, and the two classroom teachers who conducted the MindUp lessons. Five main themes developed from coding of the raw data: (1) positive impact on students; (2) …

Writing, Researching And Reading Bilingual, Regional Children's Literature, Anna M. Nogar Phd

LAII Events

Do you remember reading or being read children's books? Were they about leyendas y mitos, historias or places you had been near home? ¿Was there a vaivén between languages? In this talk, Dr. Anna M. Nogar will discuss the research involved in creating illustrated, bilingual books with a regional focus for children; how such books are written; and what is involved in their reading for young audiences. Teaching and working with current students in an online undergraduate class on "La vida juvenil bilingüe" in the Department of Spanish and Portuguese, Dr. Nogar shares that experience and helps us think about …

“Frozen Up Like An Ice Cube!”: The Influence Of Situated Learning On Pre-Service Teachers' Cultural And Linguistic Awareness, Omran Akasha

The Qualitative Report

The overall goal of this study was to explore the influence of situated learning experiences on pre-service teachers' perceptions and understandings of their future Arab students. This study investigated in part the interaction between culturally diverse families and pre-service teachers. It also explored changes in pre-service teachers’ attitudes and knowledge, their perceived applications of the situated experience to their future teaching, and the families’ reactions to this experience. Twelve Arab families volunteered to host 25 pre-service teachers as participants of this study. Results showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as …

A Study Of Social And Cultural Capital In Graduation For African American Students In Four-Year Colleges, Andrew Oni

Seton Hall University Dissertations and Theses (ETDs)

The prevalence of the persistent low graduation rate among African American students in four-year colleges gave rise to the examination of the role of social and cultural capital in improving graduation for African American students. This study examines the role played by the relationship between social and cultural capital and other factors for African American students’ graduation. Guided by social and cultural capital as the theoretical framework which presents social and cultural capital as acquired by parents’ and students' social networks and cultural endowment and tenets. These two levels of social and cultural capital are available for students to utilize …

Press Release - Researching The Language At The U.S. - Mexican Border, The University Of Texas Rio Grande Valley. Corpus Bilingüe Del Valle

Corpus Bilingüe del Valle (CoBiVa) - News Releases

No abstract provided.

“Señora, Diak!”: Co-Constructed Identity Of A Foreigner In Timor-Leste, Marie Quinn

The Qualitative Report

This article takes place in not one taxi, but all the taxis I have caught in Timor-Leste, encapsulating first encounter conversations I have had across the country, where my “otherness” as a Señora, an Australian who towers over the local population is contrasted to my knowledge of the country. I take a reflexive approach to explore how my identity as a work colleague and researcher has been constructed by many factors. Such encounters as I typify here challenge me to consider who I am and what is expected of me as a sensitive and ethical adviser and researcher.

Amjambo Africa! (September 2020), Kathreen Harrison

Amjambo Africa!

In This Issue...

Indigo Arts Alliance.....................p.2

publisher’s editorial.....................p.4

registering to vote.......................p.4

French............................................p.5

Swahili...........................................p.6

Somali............................................p.7

School resource officers ..............p.8

U.S.-Canada border.....................p.8

News from Africa.........................p.9

Finance/buying a home.............p.10

Guest columns..............11/14/20/21

World market basket...........p.12/13

Héritier Nosso............................p.15

Community org. News........p.16/17

Kinyarwanda..............................p.18

portuguese .................................p.19

outdoor learning.......................p.23

bus Shelters................................p.23

“It Was Time For Us To Take A Stand”: An Ethnic Studies Classroom And The Power Of Student Voice, Jorge F. Rodriguez, Carah Reed, Karen Garcia

Education Faculty Books and Book Chapters

"In this chapter, we invite you to join us—a high school graduate, an Ethnic Studies teacher, and a university ally—as we reflect on a story of student mobilization for change. Some of us will share firsthand narratives while others, such as the university ally, will contribute an interpretive analysis. We all grew up in the region where our story takes place. This affords us a personal understanding of the cultural and political dynamics described in our story. To protect identities, we use pseudonyms for students and teachers."

The Poetics Aesthetics Of Testimonios . Subverting “I” For Social “I/We.” Una Lengua Que Desquicia La Academia, Miryam Espinosa-Dulanto, Freyca Calderon-Berumen

Bilingual and Literacy Studies Faculty Publications

I/We are immigrants in the United States, passionately engaged in a decolonizing project, working with testimonios encargados. I/We respectfully chose to share them as POC epistemologies to correct its omission in most history and presence of millions of residents of this land. Based on this sharing, we also subvert the Western “I” for a community shared, social “I/We” and advance the poetics aesthetics of testimonios.

Translanguaging About, With, And Through Code And Computing: Emergent Bi/Multilingual Middle Schoolers Forging Computational Literacies, Sara Vogel

Dissertations, Theses, and Capstone Projects

As computing pervades more aspects of life, and as Computer Science for All (CS for All) initiatives roll out across the U.S., the field must understand the experiences and language practices of emergent bi/multilingual K-12 students and use that knowledge to drive equitable pedagogical and programmatic approaches. But little is known about how emergent bi/multilingual students — a growing population that school systems have often viewed with deficit-based lenses and have thus struggled to educate equitably — use language in the context of CS education. This dissertation addresses this gap by (1) qualitatively documenting and using asset-based frames to analyze …

The Medium Of Liberation: Kurdish Language And Education Activism In Turkey, Demet Arpacik

Dissertations, Theses, and Capstone Projects

This ethnographic study examines the Kurdish language and education activism, which I argue, is an anti-colonial movement generating decolonial forms of practices as responses. Prohibited to be spoken even in private spaces until 1991 in Turkey, the Kurdish language has been an intense object of struggle between the Turkish state and the Kurdish population. What historical, political, and sociocultural forces have contributed to colonial language governmentality in Turkey against the Kurdish language and its speakers? How do Kurdish activists challenge the linguistic hegemony in their semi-formal spaces and in what ways are their practices, discourses and policies decolonial? My study …

Increasing Knowledge On Current Global English Theories And Cultural Differences–– A Professional Development Workshop For Assistant Language Teachers In Japan, Megan Lambrecht

School of Education and Leadership Student Capstone Projects

As English is an increasingly important global commodity, native English speakers are hired in countries around the world to assist with English classes. Japan is an example of a country that does just this. In Japan, these teachers are often hired simply by the qualification of being a native speaker, generally not needing a degree or experience in education. Many of these newfound teachers are given little to no information on relevant global English theories or cultural influences which may impact classroom environments. The project was heavily influenced by the work of Hino (2012), Oshima (2015), Jenkins (2014), Barrantes-Montero (2018), …

Creating An English As A Second Language Program Model That Caters To Junior High Students With Limited Or Interrupted Formal Education, Alison Krzenski

School of Education and Leadership Student Capstone Projects

Krzenski, A. Creating an English as a Second Language Program that Caters to Junior High Students with Limited or Interrupted Formal Education (2020)

This capstone explores the guiding question, how can schools create an English as a Second Language program model that will best support junior high students with limited or interrupted schooling? Students with Limited or Interrupted Formal Education (SLIFE) are a diverse population of students that are increasing within our school systems. According to the Minnesota Department of Education (2019) in order for a student to be qualified as SLIFE they must meet three of the following five …

Giving Them The Map: Making Language Visible For English Language Learners, Elizabeth Seymour

School of Education and Leadership Student Capstone Projects

Seymour, B. (2020). Giving Them The Map: Making Academic Language visible for English Language Learners At The Upper Elementary Level

This project aims to provide a professional development resource that incorporates the accessibility of a website with many supplemental materials and the flexibility of embedded videotaped PD sessions. The embedded PD sessions are organized by the pillars of complex language features, student critical thinking, and interaction with language. The explanation of these three pillars is applied to Pathways TM Teaching and Learning Cycle developed by Dr. Cynthia Lundgren. Pathways TM a process of organizing language instruction to support language growth …

Shifting The Perspective: Incorporating Elements Of Culturally Responsive Teaching In The Rural Minnesotan Elementary Classroom, Brandon Frenette

School of Education and Leadership Student Capstone Projects

As rural schools in Minnesota are becoming more diverse with every school year, our curriculum must also adapt and change to be more authentic for all of our students. Students need to have a curriculum that is relevant to them, and a classroom environment that allows them to be their authentic selves. In order to do this, teachers need to reflect on their own biases, and see how the curriculum might not be set up for all students to flourish. Culturally Relevant Pedagogy (CRP) is an educational practice that focuses on collective empowerment, and tailoring the classroom environment and curriculum …

The Importance Of Multicultural Literature In A K-2 Elementary Classroom, Emily Butler

School of Education and Leadership Student Capstone Projects

Butler, E. (2020) The importance of multicultural literature in a K-2 classroom. The goal of this project is to answer the question of how can a professional development be created for K-2 teachers that explains the positive impact of creating a culturally competent classroom by using multicultural literature? The project is designed to explain the benefits of having a culturally competent classroom while also giving K-2 teachers tools to recognize culturally authentic, appropriate and asset-minded literature. K-2 teachers will leave the professional development understanding the importance of creating culturally competent classrooms, being able to distinguish between culturally authentic and culturally …

How To Distinguish A Barrier Due To Second Language Acquisition Versus A Learning Disability?, Sarah Baude

School of Education and Leadership Student Capstone Projects

Baude, S. Distinguishing a Learning Disability Versus a Barrier to Second Language Acquisition (2020)

The research question addressed in this project was How to Distinguish A Learning Disability Versus A Barrier Due to Second Language Acquisition? Research shows that there is a disproportionate number of English Language Learners (ELLs) in special education. The over and under representation of this population in special education can be linked to the evaluation process. This capstone documents one teachers creation of a professional development to promote better understanding of second language acquisition and acculturation and assimilation along with a tool that can be used …

The Representation Of Majors In Purdue University Study Abroad Programs, Melanie Martinez

The Journal of Purdue Undergraduate Research

No abstract provided.

Study Abroad Journeys: Connecting Participants’ Community Experiences And Relationships, Laura Duke

The Journal of Purdue Undergraduate Research

No abstract provided.

Bringing Bilingualism To The Center Of Guided Reading Instruction, Laura Ascenzi-Moreno, Rebecca Quiñones

Publications and Research

Educators consider guided reading one of the most powerful instructional tools in a reading teacher’s arsenal. Yet, when it comes to emergent bilinguals in both monolingual English and bilingual settings, guided reading is implemented monolingually, or in one language at a time. As the field of reading instruction has moved toward a more asset‐based take on students’ bilingualism, integrating a bilingual approach to guided reading is necessary. The authors offer educators a lens to understand how emergent bilinguals’ resources and bilingualism can be incorporated into guided reading, along with concrete examples that can assist teachers in enacting these practices in …

Developing Social Justice Skills Through Community Service-Learning In High School Social Studies, Sharehann T. Lucman

The Councilor: A National Journal of the Social Studies

Social studies teachers are presented with the challenging yet rewarding task of cultivating in their students' principles and competencies essential for democratic and social-justice-oriented citizenship. Inspired and guided by literature on social justice education and community service-learning, this study suggests that social studies teachers ought to consider integrating teaching methods that are experiential, participatory, and critical in nature. An example of such a method is community service-learning. As illustrated in this study, community service-learning activities afford students the unique opportunity to apply their knowledge and skills on social justice in authentic social situations.

Using a descriptive and textual analysis approach, …

The Impact Of The Language Allocation Plan On Student Outcomes In Two-Way Dual Language Immersion Programs, Bonnie Sue Molina

Seton Hall University Dissertations and Theses (ETDs)

This quantitative study investigated the achievement in English language arts (ELA) and math of students in grades four through six in 50/50 two-way dual language immersion (DLI) programs, as measured by the Spring 2018 PARCC assessments. The study builds on previous research indicating that students in DLI programs perform as well or better than their general education counterparts, and expands on that research by investigating two DLI programs with differing language allocation plans as the program variable of interest: a weekly plan in Englewood, NJ, and a daily plan in Woodstock, IL. Linear multiple regression analysis was used to control …

Research-Based Course Re-Design For Human Relations In A Multicultural Society, Academic Years 2010-2012, Elizabeth J. Sandell

Elementary and Literacy Education Department Publications

Intercultural competence is one way to describe how individuals and groups understand and adapt their behavior to cultural differences. University students can increase their intercultural competence by understanding behaviors and by experiencing cultural differences. One way to do this is by participating in a course, such as Human Relations in a Multicultural Society. The course's objective was to help students in understanding their own cultural roots, as well as those of other culture groups. This study responded to questions about the impact of multicultural education on intercultural competence among undergraduates. The data set included more than 130 students who took …

L'Enracinement Et L'Ouverture: A Relevant Global Citizenship Education In Senegal, Alanna Margaret Ross

Capstone Collection

As the international community strives to work together to respond to globalization implications in education, global citizenship education (GCE) has become more prominent in the educational agenda of the international community. While much literature has critiqued GCE’s potential neo-imperialist effects in postcolonial context, there have been very few studies that have sought out the voices of key stakeholders, such as students, parents, teachers, and school leaders. A total of nineteen school leaders, teachers, parents, and students were interviewed to examine whether they found global citizenship education relevant to students in Senegal. The study found that global citizenship education was perceived …

Weeks Of Welcome - Pme Session Ii (Fall 2020), Illinois Mathematics And Science Academy, Peer Multicultural Educators

Weeks of Welcome

The session was an opportunity for the members of PME and each cultural organization represented under the PME umbrella to showcase their organizations, points of contact, and upcoming events. The students attending the session will now be able to put a name with a face to build that connection to these organizations.

Spanish Language And Culture In Buenos Aires And Córdoba, Argentina, Sarah Eidt

Capstone Collection

The Spanish Language and Culture in Buenos Aires and Córdoba, Argentina program is a theoretical faculty-led multi-site semester-long program that is designed for Boston University students for the fall semester of 2022. The purpose of the program is to give student participants the opportunity to learn Argentine history and culture at two distinct locations with different sets of host families and speaking partners, while visiting contrasting regions around Argentina in order to obtain a more complete understanding of the country. Students will become more proficient in the Spanish language and gain a greater understanding of Argentine culture by immersing in …

Weeks Of Welcome - Pme Session I (Fall 2020), Mirella Eldridge '21, Disha Dureja '22, Isabella Foes '21

Weeks of Welcome

Two activities, 5 Cs’ and 4 Corners, were conducted with IMSA Sophomores and PME facilitators. The activities each ended with a discussion in breakout rooms on their corresponding activity.

Heritage Language Development: Expectations And Goals, Stephen Krashen, Haiyun Lu, Nooshan Ashtari

Chinese Language Teaching Methodology and Technology

What should we expect from heritage language (HL) acquirers? We propose that given access to “optimal input,” we can eventually expect very high performance, native or near-native. But it won’t happen right away. It takes time.

Decolonial-Hispanophone Curriculum: A Preliminary Sketch And Invitation To A South-South Dialogue, James C. Jupp, Micaela González Delgado, Freyca Calderón Berumen, Caroline A. Hesse

Teaching and Learning Faculty Publications

In our essay, we advance a preliminary sketch of decolonial-Hispanophone curriculum and extend an invitation for a South-South dialogue between students, teachers, or activist educators from distinct intellectual traditions of the geo-regions called “the Americas.” After sharing provisional definitions, we plant the problem of doing curricular-pedagogical work within a historical trajectory emphasizing historical colonies and present-day coloniality. Planted in this way, we provide a preliminary sketch of decolonial-Hispanophone curriculum as one dimension of a transnational, contextual, and relational decolonial project. From this sketch, we theorize three historicized concepts: (a) the historicity of decolonial thought, (b) mestizx conceptualization, and (c) communality/pluriversality. …

Language And Identity: Multilingual Immigrant Learners In South Africa, Saloshna Vandeyar, Theresa Catalano

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Increased multilingualism and mobility have witnessed an increased focus on multilingual immigrant learners. This study aims to help educators understand experiences of immigrant students in South Africa that relate to language and identity by comparing such experiences across three different school settings: an urban school with a high (Black) immigrant and indigenous population, a former Indian school, and a former White school. Drawing on semi-structured interviews from a larger case study, this study makes visible the immigrant learner experience in multilingual settings in which xenophobic conditions arise. The findings reveal similarities as well as differences in individual identity construction and …