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Bilingual, Multilingual, and Multicultural Education Commons

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Articles 31 - 60 of 7193

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

Pushing The Field & Practice: Ofelia García’S Reflective And Responsive Approach To Educational Innovation, Laura Ascenzi-Moreno, Sara Vogel Oct 2019

Pushing The Field & Practice: Ofelia García’S Reflective And Responsive Approach To Educational Innovation, Laura Ascenzi-Moreno, Sara Vogel

Journal of Multilingual Education Research

Ofelia García’s vision for educational equity for emergent bilinguals has always put children and their agency within social contexts at its heart. This essay draws upon Ofelia’s own writing and the experiences of the authors -- a current and a former student of hers -- to explore how centering people’s dynamic bilingual practices has been a source of innovation for bilingual education theory and practice.


Trans + Languaging: Beyond Dual Language Bilingual Education, Cristian R. Solorza Oct 2019

Trans + Languaging: Beyond Dual Language Bilingual Education, Cristian R. Solorza

Journal of Multilingual Education Research

Ofelia García calls for a re-imagining of bilingual education by challenging how teachers conceptualize, facilitate, and listen to language use in classrooms. Educators attempt to legitimize students' authentic, fluid, and dynamic language practices through translanguaging, but non-standard named language varieties are still marginalized in classrooms. Using the prefix trans+, García pushes us to look beyond bilingual education to critically challenge hegemonic language ideologies and to break from the monoglossic status quo within dual language bilingual education. Bilingual educators are tasked with envisioning language pedagogies that keep our emergent bilingual students whole, as they learn to leverage and expand their ...


Critical Research With An Eye On Monday Morning: La Investigación Comprometida De Ofelia García, Guadalupe Valdés Oct 2019

Critical Research With An Eye On Monday Morning: La Investigación Comprometida De Ofelia García, Guadalupe Valdés

Journal of Multilingual Education Research

This essay by Guadalupe Valdés reflects on the influence of Ofelia García on her own experiences and as well as on the field of bilingual education. As a reader, educator, and researcher concerning emergent bilingual children, the author shares many of the same challenges. She expresses her deep felt sense of gratitude for what Ofelia García has done for the profession, for teachers, and for children.


The Emergence Of Translanguaging Pedagogy: A Dialogue Between Theory And Practice, Jim Cummins Oct 2019

The Emergence Of Translanguaging Pedagogy: A Dialogue Between Theory And Practice, Jim Cummins

Journal of Multilingual Education Research

My goal in this paper is to contribute to the process of bringing practice and theory into active dialogue. Initially, I review some early instructional examples of crosslinguistic pedagogy involving emergent bilingual students. I then focus on more recent examples from the Canadian context that illustrate the emerging role of classroom teachers as knowledge-generators. Through their practice, these educators have challenged the assumption that schools serving multilingual students have no option but to be English-only zones. Finally, I explore some of the ways in which these instructional innovations illuminate theoretical understandings of translanguaging and crosslinguistic pedagogy more generally.


Ofelia García And The Cuny-Nysieb Community: Symbiosis In Furthering Translanguaging Pedagogy And Practice, Maite T. Sánchez, Kate Menken Oct 2019

Ofelia García And The Cuny-Nysieb Community: Symbiosis In Furthering Translanguaging Pedagogy And Practice, Maite T. Sánchez, Kate Menken

Journal of Multilingual Education Research

Ofelia García’s scholarship on dynamic bilingualism and translanguaging has been at the core of CUNY-NYSIEB. At the same time, CUNY-NYSIEB’s work in schools has furthered her own scholarship on translanguaging pedagogy and that of the field as a whole. It is this rich symbiosis that we describe in this article.


Notes On Contributors To This Volume Oct 2019

Notes On Contributors To This Volume

Journal of Multilingual Education Research

Notes on Contributing Authors to Volume 9 of the Journal of Multilingual Education Research.


Jmer Description & Guidelines For Submission Oct 2019

Jmer Description & Guidelines For Submission

Journal of Multilingual Education Research

No abstract provided.


Minority Languages, National State Languages, And English In Europe: Multilingual Education In The Basque Country And Friesland, Jasone Cenoz, Durk Gorter Oct 2019

Minority Languages, National State Languages, And English In Europe: Multilingual Education In The Basque Country And Friesland, Jasone Cenoz, Durk Gorter

Journal of Multilingual Education Research

This article focuses on minority languages in education in Europe in contexts where they are in contact with national state languages and English. Teaching minority language implies bilingual education because it is not about replacing the majority language, but to come ‘alongside’ or at ‘equal footing’. The cases of Basque and Frisian, comparing and contrasting their similarities and differences, are analyzed. Schools in these regions desire to go beyond bilingualism and to promote multilingualism as an important aim in education. The contribution of Ofelia García’s work to research in these contexts is discussed.


A Tribute To Ofelia García, Colin Baker Oct 2019

A Tribute To Ofelia García, Colin Baker

Journal of Multilingual Education Research

As a tribute to Ofelia García, I describe five events in my life that were influenced by our meetings and collaboration. These events span the years of our first meeting in 1992 through my role to introduce Dr. García before her Keynote Address at a Bilingual Education & Translanguaging Conference in 2016.


Top Ten Lessons Learned From Ofelia García: Researching, Teaching And Living From The Heart, Tatyana Kleyn, Kate Seltzer Oct 2019

Top Ten Lessons Learned From Ofelia García: Researching, Teaching And Living From The Heart, Tatyana Kleyn, Kate Seltzer

Journal of Multilingual Education Research

For nearly forty years, the work of Dr. Ofelia García has steered not only the field of bilingual education, but also Spanish language education, teaching English to speakers of other languages, and sociolinguistics. As our professor, mentor, colleague, and friend, Dr. García has taught us many powerful lessons. Here, we describe ten of these, including some pertaining to academic and theoretical contributions, as well as some related to advocacy work in multilingualism. We conclude by describing the impact she has had on diverse academic fields through the CUNY-NYSIEB research project, in which she has mobilized her passions to promote educational ...


Ofelia García: A True Pioneer And Leader In Bilingual Education, Danling Fu Oct 2019

Ofelia García: A True Pioneer And Leader In Bilingual Education, Danling Fu

Journal of Multilingual Education Research

This article traces my growth as a bilingual educator: how Ofelia García’s work has educated, humbled, and enlightened me. In this tribute to her retirement, I will focus my discussion on a few of Ofelia García’s publications that have had a great impact on me as a scholar. With her work I will examine my own scholarship development, which demonstrates my growth conceptually as a scholar in bilingualism and a teacher educator in bilingual education.


Translanguaging Into Raciolinguistic Ideologies: A Personal Reflection On The Legacy Of Ofelia García, Nelson L. Flores Oct 2019

Translanguaging Into Raciolinguistic Ideologies: A Personal Reflection On The Legacy Of Ofelia García, Nelson L. Flores

Journal of Multilingual Education Research

The term translanguaging has received a great deal of attention in recent years in applied linguistics. Originally coined to describe a bilingual pedagogical approach Ofelia García extended the definition to encompass the multiple discursive practices of bilingual communities. This broader definition has been taken up in many different ways by scholars seeking to challenge dominant conceptualizations of bi/multilingualism. In this article, I describe the ways that translanguaging offered me a point of entry for better understanding my own experiences as a US Latino. In addition, I discuss how it has equipped me with theoretical tools for speaking back to ...


Book Review: Translanguaging At Work: Approaches To Dynamic Bilingualism, Meral Kaya Oct 2019

Book Review: Translanguaging At Work: Approaches To Dynamic Bilingualism, Meral Kaya

Journal of Multilingual Education Research

Book Reviewed:

García, O., Johnson, S. I., & Seltzer, K. (2017). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia, PA: Caslon, Inc., 196 pages, ISBN978-1-934000-19-9 (Softcover: $ 39.95.); ISBN978-1-934000-19-9 (eText: $29.95-$36.95 depending on days used).


Reflections On Language And Identity: Ofelia García's Impact On One Latina's Academic Trajectory And Scholarship, Dina López Oct 2019

Reflections On Language And Identity: Ofelia García's Impact On One Latina's Academic Trajectory And Scholarship, Dina López

Journal of Multilingual Education Research

This essay shares my own personal story of how—as a first-generation Latina academic—working with Ofelia García transformed my sense of self and trajectory as a scholar working with issues of language, identity, and education. Weaving personal anecdotes throughout, I trace the evolution of my thinking and research with a focus on the concepts of heteroglossic language ideologies, dynamic bilingualism, and translanguaging. I conclude the essay by reflecting on the importance and implications of first-generation Latina academics receiving mentorship from senior Latina scholars.


Ofelia García: A Visionary Thinker, Christine Hélot Oct 2019

Ofelia García: A Visionary Thinker, Christine Hélot

Journal of Multilingual Education Research

As a tribute to Professor Ofelia García’s visionary thinking on bilingual education, this article relates the reflexive journey of a French academic whose research was profoundly influenced by her scholarly work. The notion of power is the running thread through which four main themes in Ofelia García’s approach to research are discussed in relation to their relevance in the French educational context: The power of imagination, the power of naming, the power of multilingual critical language awareness for teacher education, and the power of translanguaging. In this article, I argue in favor of thinking beyond one’s epistemological ...


Ofelia García: A Life Dedicated To Giving Voice, Zoila Morell, Patricia Velasco Oct 2019

Ofelia García: A Life Dedicated To Giving Voice, Zoila Morell, Patricia Velasco

Journal of Multilingual Education Research

No abstract provided.


Instructional Design And Strategies For Multicultural Education: A Qualitative Case Study, Shamila Janakiraman, William R. Watson, Sunnie L. Watson, Papia Bawa Oct 2019

Instructional Design And Strategies For Multicultural Education: A Qualitative Case Study, Shamila Janakiraman, William R. Watson, Sunnie L. Watson, Papia Bawa

Journal of Educational Research and Practice

With more people moving abroad for education and work, many countries are becoming multicultural in population. Hence, developing multicultural attitudes is becoming imperative to prevent negative thoughts and feelings toward minorities that may translate into discriminatory behaviors toward them. One way to ensure this is through multicultural education. The aim of multicultural education is to ensure that students from diverse racial, ethnic, and social-class groups will experience educational equality. This qualitative case study analyzes the course design and instructional strategies implemented by a professor in a multicultural education course offered in a U.S. university. We have examined how the ...


Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams Oct 2019

Successful Instructional Reading Practices For African American Male Third-Grade Students, Kimberly D. Whaley, Steve Wells, Nancy Williams

Journal of Educational Research and Practice

African American male third graders in U.S Title I schools frequently fail to read on grade level. However, in three Title I schools in East Texas, this demographic demonstrated exceptionally high reading ability. This explanatory case study investigated the instructional strategies and practices linked to high reading achievement for these students. The study is grounded in Ladson-Billings’s theory of culturally relevant pedagogy and supported by Vygotsky’s theory of social and cognitive constructivism. The research questions were used to examine the instructional strategies and practices used on each campus that may have resulted in such high reading achievement ...


Three Poems: The Dog At The Hospital; Bracken Ferns; Branta Canadensis, Pos L. Moua Oct 2019

Three Poems: The Dog At The Hospital; Bracken Ferns; Branta Canadensis, Pos L. Moua

Journal of Southeast Asian American Education and Advancement

These three poems reflect the speaker's refugee experience and his adjustment to the new land and the natural world and present an account of his love, companionship, and memory of war.


Two Poems: Sim Caux Suix; Gux-Taaix's Cornbread, Janit V. Saechao Oct 2019

Two Poems: Sim Caux Suix; Gux-Taaix's Cornbread, Janit V. Saechao

Journal of Southeast Asian American Education and Advancement

Two poems detailing the author's respective experiences in growing up as an indigenous Iu Mien and Khmu American child of refugees.


Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez Oct 2019

Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez

Melanie González

Text: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia: Calson.


Teaching The American Dream: The Unintended Consequences For Latinx Students Conducting Participatory Action Research, Jennifer Lucko Oct 2019

Teaching The American Dream: The Unintended Consequences For Latinx Students Conducting Participatory Action Research, Jennifer Lucko

Jennifer Lucko

In this paper, I draw on my ethnographic fieldwork with Latinx English language learners in Northern California to consider how schools inadvertently contribute to internalized racism by teaching the ideal of an American meritocracy while obscuring issues of social justice affecting students and their families. In what follows I will briefly cover four main points. First, I explain the conceptual framework guiding my analysis of the relationship between school policies and practices and internalized racism. Second, I outline my fieldwork site and the research methods used during my study. Third, I describe how educational policies and practices at the Latinx ...


Crossing The Street: Civic Engagement And The Politics Of Belonging Among Latino And Jewish Middle School Students In Northern California, Jennifer Lucko Oct 2019

Crossing The Street: Civic Engagement And The Politics Of Belonging Among Latino And Jewish Middle School Students In Northern California, Jennifer Lucko

Jennifer Lucko

In this paper, I draw on 10 months of fieldwork with English language learners in Northern California to explore the possibilities and limitations of Participatory Action Research (PAR) in schools doubly segregated by race and class. Today much of the progress integrating American public schools that occurred in the decade following Brown vs. Board of Education has been reversed—even as the overall population of public school students has become increasingly diverse (Orfield et. al. 2014). During the 2011-2012 academic year, 55% of Latino students and 45% of Black students in California attended intensely segregated schools (i.e., 91-100% minority ...


If They Tell Their Stories And No One Hears Them, Does It Challenge The Status Quo?: The Role Of Audience, Listening And Dialogue In Storytelling, Jennifer Lucko Oct 2019

If They Tell Their Stories And No One Hears Them, Does It Challenge The Status Quo?: The Role Of Audience, Listening And Dialogue In Storytelling, Jennifer Lucko

Jennifer Lucko

Storytelling is cultural practice long used by African Americans, Latinxs and Native Americans to understand and resist American structures of inequity and oppression. In this paper, I explore the relationship between the social context of storytelling and the construction of Latinx student identities using ethnographic data gathered during 8 months of fieldwork with nine middle school students from Spanish speaking immigrant families in Northern California. This group of students was invited to join an after-school program together with eight students from a private Jewish day school located across the street. Although one aim of the program was to facilitate intercultural ...


Letter From The Editor-In-Chief: Journal Of Refugee & Global Health Volume 2, Issue 2, Ruth Carrico Oct 2019

Letter From The Editor-In-Chief: Journal Of Refugee & Global Health Volume 2, Issue 2, Ruth Carrico

Journal of Refugee & Global Health

No abstract provided.


Education For Nyc Bilinguals [Linguistics], Maria Jerskey, Monika Ekiert Oct 2019

Education For Nyc Bilinguals [Linguistics], Maria Jerskey, Monika Ekiert

Open Educational Resources

The assignment Education for NYC Bilinguals is a final, high-stakes written research paper in ELN101: Introduction to Bilingualism, a course contributing one deposit into the Global Learning Core Competency and Written Communication Ability. The assignment calls for the consideration and application of social, political, educational, and psycholinguistic concepts into the discussion of global and local multilingualism. By completing this assignment, students gain a deeper understanding of linguistic and cultural diversity in the US society and learn to position issues in bilingualism against a global backdrop. The assignment asks students to approach the challenges of education for multilingual New Yorkers from ...


Latino Education In Texas: A History Of Systematic Recycling Discrimination, Albert H. Kauffman Oct 2019

Latino Education In Texas: A History Of Systematic Recycling Discrimination, Albert H. Kauffman

St. Mary's Law Journal

Abstract forthcoming


Affective Variables And Motivation As Predictors Of Proficiency In English As A Foreign Language, Michaela Cocca, Armando Cocca Oct 2019

Affective Variables And Motivation As Predictors Of Proficiency In English As A Foreign Language, Michaela Cocca, Armando Cocca

Kinesiology Faculty Publications

English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students’ achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English ...


Cross-Cultural Considerations: Raising Language Teachers Awareness About The Importance Of Multiculturalism, Abir El Shaban Sep 2019

Cross-Cultural Considerations: Raising Language Teachers Awareness About The Importance Of Multiculturalism, Abir El Shaban

Journal of Research Initiatives

Abstract

With the worldwide use of English as a second language (ESL) and globalization, teachers are expected to understand, acknowledge and interact with culturally and linguistically diverse students and integrate their linguistic and multicultural backgrounds in classroom settings. Teachers need to be multicultural to be able to successfully impact their students to be multicultural. This paper provides English language teachers with valuable recommendations based on cross-cultural studies and my experience, as an ESL teacher, on how to be responsive to students from different cultures to empower and enhance their language proficiency skills.


Tracking Identity: Academic Performance And Ethnic Identity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko Sep 2019

Tracking Identity: Academic Performance And Ethnic Identity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko

Jennifer Lucko

This article examines Ecuadorian students' attempts to contest immigrant stereotypes and redefine their social identities in Madrid, Spain. I argue that academic tracking plays a pivotal role in the trajectory of students' emergent ethnic identity. To illustrate this process, I focus on students who abandon their academic and professional ambitions as they are tracked into low‐achieving classrooms, and in the process participate in social and cultural practices that reify dominant stereotypes of Latino immigrants.[academic tracking, identity, immigration, ethnicity, Spain]