Bilingual, Multilingual, and Multicultural Education Commons^™

A Student Bill Of Rights, Balkhiis Noor, Olivia Monestime, Julia Hines, David Peterson Del Mar

Amplify: A Journal of Writing-as-Activism

This Student Bill of Rights was created by two sections of Immigration, Migration, and Belonging, a year-long Freshman Inquiry class largely composed of students from under-represented backgrounds.

Shared Epiphanies Of My Constantly Challenged Linguistic Membership, Fajer M. Bin Rashed

International Journal for Research in Education

The pluralization of English has enabled the use of its varieties in cultural contexts that are not traditionally associated with the language. Yet, the inequality of Englishes remains a main characteristic of globalizing and localizing the language. The spread of English use in Kuwait was a result of establishing reconfigured imperial relations during the British protectorate era. Mediated by language ideologies, the English language has ‘settled’ Kuwait’s local linguistic ecology, and its spread remains sustained by the imposition of colonial practices and ideologies through contemporary processes of capitalist globalization. I argue that the pluralization of English in Kuwait’s nuanced experience …

‘I Don’T Speak Singlish’ – Linguistic Chutzpah And Denial In The Elt Classroom, Luke Lu

International Journal for Research in Education

In Singapore, dominant narratives of Singlish as ‘bad English’ and an impediment to acquiring the Standard co-exist with discourses about Singlish as a marker of Singaporean identity. One consequence of such competing discourses has been characterised as a polarity between linguistic anxiety about Singaporeans’ proficiency in Standard English on the one hand, and rationalised confidence in using both registers appropriately on the other [that Wee (2014) terms ‘linguistic chutzpah’]. This paper examines a third phenomenon that is neither exclusively anxiety nor chutzpah in a specific site where metapragmatic evaluations of Englishes abound – the ELT classroom. Drawing on data from …

Cultivating Teachers For High-Poverty Schools, Kit Z Mcguire

Graduate Theses, Dissertations, and Capstones

This quantitative study examines the connections between teacher preparation programs (TPPs) and later retention. According to the Theory of Transformative Multicultural Education (Vavrus, 2002), to prepare future teachers for the needs of urban, high-poverty schools, candidates need to be in a culturally responsive environment and receive dedicated instruction in multicultural education. These characteristics were measured three ways: inclusion of diversity in the TPP mission/vision statement, required multicultural coursework course levels, required multicultural coursework credit hours. These variables were included in a path analysis model along with teacher characteristics and school characteristics known to affect teacher retention rates. The intervention variables …

The Forgotten Language Skill: Finding A Prominent Place For Listening In Meaningful Programming For Multilingual Learners With Learning Disabilities, Tracy Griffin Spies

Educational & Clinical Studies Faculty Research

Listening is the primary vehicle through which children learn, is fundamental to all other communication competencies, is a core component of multimodal instruction, and is key to learning language. At the same time, listening comprehension is the least understood language skill and is challenging for teachers in the provision of high quality instruction. For multilingual learners with learning disabilities it also presents certain challenges at the intersection of students’ disability and developing language proficiency. This article presents a conceptual analysis of listening comprehension across the perspectives of learning disability and second language acquisition in an effort to link disconnected understandings …

Emerging From Content And Language Integrated Learning And English-Medium Instruction, Is Clil-Ised Emi The Next Trend Of Education?, Hengzhi Hu

Higher Learning Research Communications

Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes.

Method: The ideas presented in this paper are principally drawn from previous research and literature about CLIL and EMI, as well as from my personal experience with content-based bilingual education programmes.

Results: Although CLIL and EMI differ in nature, CLIL-ised EMI supplements traditional EMI, which has a single objective of content learning, with special attention to students’ needs, particularly their …

Journal Of Multilingual Education Research, Volume 12

Journal of Multilingual Education Research

No abstract provided.

Trauma-Informed Teaching Of Literature To Multilingual Learner Refugees: In Search For Balance Between Cultural Responsiveness And Curriculum Sensitivity, Ekaterina Midgette, Jordan González

Journal of Multilingual Education Research

The unprecedented refugee crisis since the onset of the pandemic changed the demographics of the student population and recontextualized culturally responsive literacy education. Many Multilingual Learner refugee students entering our classrooms bring with them experiences of mass exodus that have direct implications for teaching and learning. It is imperative to identify culturally responsive pedagogies that balance cultural representation with sensitivity toward multifaceted trauma endured by Multilingual Learner refugees. Using an ecological perspective as a theoretical framework, we examine tensions and critical considerations in choosing culturally responsive children’s and young adult literature as they apply to the context of three contemporary …

Volume 12, 1-4

Journal of Multilingual Education Research

No abstract provided.

Notes On Contributing Authors

Journal of Multilingual Education Research

Biographical notes about the contributing authors of Volume 12 of the Journal of Multilingual Education Research.

Publication Description & Guidelines For Submission

Journal of Multilingual Education Research

No abstract provided.

Beyond Bilingualism: The Education Of Immigrant Children, Elizabeth Ijalba

Journal of Multilingual Education Research

This is a review of the book (M)othering Labeled Children: Bilingualism and Disability in the Lives of Latinx Mothers by María Cioè-Peña published by Multilingual Matters.

Rooted In Strength: Grounded In Research Communities And Building On Pedagogical Leadership, Lorraine T. Falchi

Journal of Multilingual Education Research

This article is a review of the book Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers by Cecilia Espinosa and Laura Ascenzi-Moreno.

Multilingualism At The Margins, Estrella Olivares-Orellana

Journal of Multilingual Education Research

This article is a book review of The Multilingual Reality: Living with Languages by Ajit Mohanty.

Social Realities And Purposeful Learning In Multilingual Contexts, Patricia Velasco

Journal of Multilingual Education Research

Volume 12 represents a new opportunity for JMER’s book section. We are presenting three very different book reviews that we believe complement one another. Olivares Orellana’s review of Ahit Mohanty’s (2018) The Multilingual Reality: Living with Languages highlights how multilingualism in India is an everyday, complex phenomenon characterized by hierarchical relationships among languages, discrimination, and marginalization. In sharp contrast, Falchi’s review of Espinosa and Ascensi-Moreno’s (2021) Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers is deeply situated in early-childhood bilingual classrooms where translanguaging is at the core for propelling reading and writing success. Ijalba’s review centers …

International Parents Navigating Parental Involvement In A U.S. School: A Call For Intentionally Responsive Schools, Elizabeth Gil, Şerafettin Gedik, Dion Efrijum Ginanto

Journal of Multilingual Education Research

Focusing on a group of international parents who came to the United States as visiting scholars, graduate students, or their partners, this qualitative study delineates the nature of their experiences as they navigated learning about parental involvement in a U.S. school. Despite the parents’ extensive formal schooling in their home countries, they still experienced parental involvement as a process of adaptation to and discovery of expectations and permitted forms of involvement in the United States. They often learned of opportunities informally through contact with other parents. The school personnel with whom they engaged were critical in supporting their adjustment to …

Addressing Tensions In Textual Voice Construction, Marcela Ossa-Parra

Journal of Multilingual Education Research

Guiding historically minoritized students in their textual voice construction entails navigating the tensions between these white-dominant monolingual voices and the diverse voices they bring to the classroom. This conceptual paper presents an ecological voice-construction process model that sheds light on how writers negotiate external and internal expectations in their writing. These expectations are derived from the political, sociocultural, dialogic, and personal contexts in which voice construction is situated. The model establishes four interrelated processes for negotiating textual voice corresponding to each context: negotiating power relations and ideologies, entering the conversation, engaging the reader, and connecting with the self. This model …

Leveraging Innovative Digital Media Technology: Voicing Scholarship On Multilingual Education, Ming Zhu

Journal of Multilingual Education Research

Volume 12 of the Journal of Multilingual Education Research introduces their first two podcast episodes. These provide an insightful look at the editors of the journal. The first features an interview with JMER’s senior editor, Dr. Aída A. Nevárez-La Torre, in which she spoke about how inspiration, passion, and motivation led her to create JMER. The second presents JMER’s associate editors and editorial assistants, as well as their roles within JMER. This episode informs listeners about the journal’s sections, including Theory and Research, Practice, and Book/Multimedia Reviews and what the editors look for when screening submissions. …

Improving The High School And College Classroom Experience For Learners With Refugee Status: Theory, Practice, And Change., Kayte Thomas, Sara-Jean Lipmen

Journal of Applied Disciplines

Refugee populations are increasing globally, and children make up more than fifty percent of those displaced. Unique experiences that come with forced migration including fragmented education, trauma, family separation, grief, and adverse other effects can impact learning in the classroom for refugee students. Existing data indicates that schools lack sufficient protocols to meet the needs of students with refugee status who consistently face risks associated with ill-prepared learning environments, and therefore must rethink possibilities to address this. By adopting strategic decolonized approaches, educational leaders can create supportive environments which improve instructional methods and learning outcomes for these students as they …

Back Pages

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

The Language Of English, Sasha Ortiz Bazan

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

This Is Me, Kimberly Piñon

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Querida Niña, Georgina Cerda Salvarrey

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Being Part Of The Lgbtq+ Community, Genevive Cerda

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Nopayele, Cayele Ameyalli Esteva

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

El Primer Dia, Erick Esparza

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

From Roots To Wings, Anonymous Author

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Here We Stand, Nelsy Ramirez Pacheco, Chelsea Rios Gomez

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

I Am, Kyra Alway

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

I Am Who I Am, Claudia Lopez-Hernandez

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.