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Bilingual, Multilingual, and Multicultural Education Commons

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Articles 1 - 5 of 5

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

Ell Families: Myths, Truths And Strategies For Engagement, Stephanie Knight, Marjaneh Gilpatrick Dec 2019

Ell Families: Myths, Truths And Strategies For Engagement, Stephanie Knight, Marjaneh Gilpatrick

Journal of English Learner Education

This article is the first in our new category, Teaching Tips. These are practitioner articles designed to enhance existing in-service teacher's classroom strategies with ELs.

Parental involvement may be the strongest predictor of a child receiving a solid education. This means it is vital that teachers and administrators understand the students’ families’ culture and the way they view education. We also must be proactive with them so that we can empower them with literacy strategies to ensure academic success. Also, many English Language Learner (ELL) families are not familiar with the school system in the United States and may ...


The Language Of Learning In Family And Consumer Sciences: English Language Learners In Career Technical Education, Kali S. Lenhoff Jun 2017

The Language Of Learning In Family And Consumer Sciences: English Language Learners In Career Technical Education, Kali S. Lenhoff

Empowering Research for Educators

Family and Consumer Sciences (FCS) content and English as a Second Language (ESL) strategies can be organically incorporated to create a successful education for an English Language Learner (ELL). The first objective of this research project is to discover how prepared Family and Consumer Sciences teachers feel to work with English Language Learners in the classroom. The second objective is to identify practical and effective methods and strategies that are useful for Family and Consumer Sciences teachers instructing English Language Learners. The rationale for this project is that by identifying the challenges faced by English Language Learners in education, teachers ...


Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin Jan 2017

Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin

Journal of Pedagogy, Pluralism, and Practice

In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to ...


Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega Nov 2016

Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega

Democracy and Education

This is a response to Liggett’s (2014) call to implement “deliberate democracy” in English language education classrooms. While the concept of participating in deliberate democracy is a solid ideal and worthy of pursuit, I present questions and scenarios that illustrate the complicated nature of the tasks. By sharing my testimonio along with the research, I propose that in order for teachers to guide their students' participation in deliberate democratic activities, they must step back and understand the context of the sociocultural interactive space created in the classroom and whether ELL students are able to and/or prepared to speak ...


English-Spanish Cognates In The Charlotte Zolotow Award Picture Books: Vocabulary, Morphology, And Orthography Lessons For Latino Ells, José A. Montelongo, Anita C. Hernández, Roberta J. Herter Mar 2016

English-Spanish Cognates In The Charlotte Zolotow Award Picture Books: Vocabulary, Morphology, And Orthography Lessons For Latino Ells, José A. Montelongo, Anita C. Hernández, Roberta J. Herter

Reading Horizons: A Journal of Literacy and Language Arts

English-Spanish cognates are words that are orthographically and semantically identical or nearly identical in English and Spanish as a result of a common etymology. Because of the similarities in the two languages, Spanish-dominant Latino English Language Learners (ELLs) can be taught to recognize English cognates thereby increasing their bilingualism and bi-literacy for these two languages.

There are over 20,000 English-Spanish cognates, many of the academic vocabulary words. Despite their vast educational potential, however, cognates are typically excluded as a word category in the language arts curriculum, thus denying Latino ELLs of a resource for acquiring English-Spanish bilingualism and bi-literacy ...