Bilingual, Multilingual, and Multicultural Education Commons^™

Brief Insights, March 2025: Expanding Educational Opportunity: Highlights From A Multilingual/English Learner-Focused Research, Practice, Policy Partnership, Magaly Lavadenz Ph.D., Elvira G. Armas Ed.D., Linda R. G. Kaminski Ed.D.

Education and Policy Briefs

The Center for Equity for English Learners (CEEL) at Loyola Marymount University collaborated with Camino Nuevo Charter Academy (CNCA) in a Research, Practice, Policy Partnership to investigate problems of practice and enhance literacy leaders’ focus on supporting classroom teachers to meet the needs of multilingual/English learners (ML/EL). The research question for this study focused on literacy leaders’ perceptions about how the revised Planning-Observation-Debrief (POD) cycle tools support teachers’ focus on scaffolding ML/ELs’ access to reading and writing complex text. Emerging findings emphasize the valued partnership between literacy leaders and the teachers they coach, as well as the importance of building …

Linguistic Differences Between Spanish And English: Challenges For Native Spanish Speakers And Instructional Strategies For Effective Language Learning, Allison Kassing

Honors Program: Senior Projects (Public)

This research article presents a contrastive analysis of Spanish and English, highlighting key linguistic differences that contribute to common grammatical errors among Spanish-speaking English learners. The study examines these differences across four linguistic layers: phonology, morphology, syntax, and semantics. Through error analysis, patterns of language transfer were identified and used to develop four 50-minute lesson plans tailored for English Language Learning (ELL) classes with native Spanish speakers. By recognizing students’ prior linguistic knowledge, ELL teachers can anticipate and address common errors more effectively. Special emphasis is placed on phonemes, morphemes, cognates, and sentence orders that do not exist in both …

2025 Diversity Climate Survey Report, Illinois Math And Science Academy

Diversity, Equity, and Inclusion: Resources

No abstract provided.

Heritage Language Learners In The Foreign Language Classroom, Annabel Noar

Journal of Graduate Education Research

Heritage language learners are a heterogenous group themselves, and prevalent contrasts exist between them and foreign language learners. This presents challenges for the amalgamation of heritage language learners and foreign language learners within a single language classroom. Reviewing relevant literature, this paper discusses the differences between heritage language learners and foreign language learners, and how these can be accounted for by educators. It argues that, without specific, individualised differentiation, the foreign language classroom is inappropriate for the heritage language learner due to its inability to sufficiently account for their heterogeneity, diverse backgrounds and unique motivations for language learning. The difficulty …

Design And Validation Of A Cross-Cultural Virtual Exchange Experience Among Bilingual Medical Students, John R. Vaile, Cierrah Doran, Arlene R. Maheu, Valentina Jaramillo, Daniela A. Perez-Chadid, Tomas Fernandez, Carissa Walkosak, Dinah Roll Velez, Sara Carolina Bedoya Osorio, Courtney Seebadri-White, Susan Truong, Dimitrios Papanagnou, Andres Fernandez, Rosemary Frasso

Department of Medicine Faculty Papers

Exposure to cross-cultural medical education is essential for professionals aiming to work in global health or serve diverse communities. However, traditional in-person exchange programs can be complex, costly, and restricted, particularly during times when travel is limited, such as during the COVID-19 pandemic. These challenges prompted us to explore novel approaches to support cross-cultural exchange programs. We designed, piloted, and evaluated a cross-cultural virtual exchange experience using case-based learning (CBL). Our study involved 14 bilingual medical students from the United States and Colombia who participated in four virtual CBL sessions. Following each session, participants engaged in guided discussions to reflect …

Cultural Inclusion: Experiences Of Somali Parents In The Pbis System, Destiny R. Stampley

Doctorate in Education

In an effort to support student achievement and decrease disruptive behaviors, many schools have implemented the Positive Behavior and Supports and Intervention (PBIS) framework. Two critical aspects of this framework are cultural inclusion and family engagement, which are used to promote equitable and responsive practices and policies. However, research on the effectiveness of PBIS in diverse schools focuses primarily on what schools do and fails to examine the perspective and experiences of parents. This is especially true for the Somali diaspora in Minnesota, the state with the largest Somali population in the United States. This qualitative study examined the experiences …

Assessing The Improvement Of Intercultural Competence And The Development Of Civic-Minded Graduates At The University Of Minnesota Morris, Catherine Van Wey

Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal

In a world where cultures intersect constantly, intercultural competence, the ability to connect and communicate effectively across cultural boundaries, is crucial for driving meaningful change. Fostering global citizenship, the awareness of one’s role in a shared global community, and the commitment to a fairer, more equitable planet are vital for cultivating culturally attuned, civic-minded graduates. This perspective aligns with institutions like the University of Minnesota Morris, a four-year public liberal arts university and COPLAC member, in their shared mission to prepare students as collaborative change-makers within the communities they engage with now and in the future. However, evaluating these skills …

A Lao Chinese American Perspective On Law School, Tommy Souravong

Journal of Southeast Asian American Education and Advancement

This creative work provides a Lao Chinese American perspective on law school.

Reenvisioning Identities That Precede Us: “Body Acknowledgement” As Social Justice Practice Within A Communication Ethics Course Redesign, Wendy Kz Anderson, Ollivia Webster, Nicole Yang, Cass Bryant, Taylor Herr

Feminist Pedagogy

We infuse this conversation of “body neutrality” through social justice responsiveness (compassion, equity, and accountability of body/presence privilege) by specifically attending to intersections of race, gender, and body mindset built into our identities. In reimagining the term “body-neutrality” through identity engagement, we introduce the term “body acknowledgment” as an active interpretative state. As a co-authored pedagogical “co-conspiring” for racial justice (Houdek and Ore, 2021, p. 92), we (instructor, teaching assistants, and previous students) offered a course redesign centering social justice strategies to address the following question: How can dialogue about intersectional communication work toward redesigning learning with difference and develop …

A Manifesto To Young Activist Scientists And Science Educators: Toward Pluriversal Sciences And Science Educations Within Bioregions And Communities, James C. Jupp

Teaching and Learning Faculty Publications

What follows is a manifesto to substantiate four theses. First, science and science education are not what they purport to be and require recategorization as technoscience and technoscience education. Second, technoscience and technoscience education are constituted in the pernicious whiteness of coloniality and need to be understood as mechanisms of domination. Third, pluriversal sciences and science educations toward bioregion and community are emerging and require leveraging. Fourth, the notion of contextual mitigating factors provides an essential analytic for pluriversal sciences and science educations. The manifesto is a clarion call for affinity …

The Effect Of Age Of Acquisition On The Development Of Lexical Attainment And Oral Proficiency In English As L2 In Adult Native Arabic Speakers, Mona Ahmed Kamar El-Zaman

Theses and Dissertations

This study investigates the influence of the age of acquisition (AoA) on the development of lexical attainment and oral proficiency in English as a second language (L2) among adult native Arabic speakers, focusing on classroom foreign language learners within the Egyptian context. AoA, a critical variable in second language acquisition (SLA) research, is explored in relation to two key domains: lexical knowledge and oral proficiency. The study examines the role of AoA and AoA related effects, such as the order of bilingualism and the length of exposure to rich language input (LoE) as a confounding factor. Through a mixed-methods approach, …

Trauma-Informed Bilingual Counselor Education: Factors To Guide Professional Mental Health Training With Spanish-Speaking Students, Fernando Estrada, Miguel A. Arana

Journal of Counselor Preparation and Supervision

Latine immigrants confront various forms of violence that increases their risk for traumatic stress and post-traumatic stress disorder. There is a need to advance the training of counselors who can work with Spanish-speaking clients exposed to trauma. The goal of this study was to articulate a literature-based conceptualization of trauma-informed bilingual counselor education. The results of a content analysis facilitated a synthesis of the relevant scholarship that highlighted four main facets: (i) integrative translanguage pedagogy, (ii) immigrant trauma exposure and reaction, (iii) culturally responsive socio-emotional interventions, and (iv) bilingual supervisory alliance. These factors can help guide professional graduate training. Implications …

Board Games And Pancasila Education: Teachers’ Perspectives In Supporting Global Diversity, Yulia Gesti Merkuri, Syifa Siti Aulia, Muhammad Talha Bin Nasim

Jurnal Civics: Media Kajian Kewarganegaraan

Global diversity is an important element in the era of globalisation to form students able to adapt to intercultural situations. Teachers as facilitators help students achieve this by paying attention to learning components such as the media used. Teachers must have the instinct that the media used must have an impact on knowledge and attitudes. So, it is necessary for teachers' perceptions regarding board game learning media to help develop media. This study aims to determine Pancasila Education teachers' perceptions of board game media in interactive learning based on global diversity. The study used a mixed method with a concurrent …

A Fragment Of 50 Misrememberings: A Collection Of Poetry, Chanida Phaengdara Potter

Journal of Southeast Asian American Education and Advancement

This literary work includes three selected poems from a larger collection of poems.

A Language Narrative, Jer Xiong

Journal of Southeast Asian American Education and Advancement

"A Language Narrative" is about the author's own journey with the English language, fanfiction, online spaces, and the decision to be a writer.

Literary Orphan, Jer Xiong

Journal of Southeast Asian American Education and Advancement

"Literary Orphan" is a flash creative nonfiction.

The Hbcu Experience Why I Chose My Hbcu And How It Helped Me Prepare For My Career, Illinois Mathematics And Science Academy, Angela Richardson

Educational Panels

Panel/Event Coordinator: Angela Richardson

Moderated by: Dr. Anita White

Panelists:

• Justin Alfred : Southern University and A&M College, Baton Rouge. Civil Engineering / Computer science. Lockheed Martin.
• Joseph Bertrand ‘20 : Alumni : North Carolina Agricultural and Technical State University, Associate Engineer at Caterpillar Inc.
• Darryl Burrell Jr. : Alumni :Morgan State University . Project manager at city of Pearland, Texas engineering and Public Works.
• Dr. Garry J. Kennebrew Jr. ‘04 : Alumni :Morehouse College. Alumni Loyola University Chicago Stritch School of Medicine . Emergency medicine physician.
• Jai.da Lewis ‘15 : Alumni :Texas Southern University Chemistry. Owner, Poised Lips by …

Evolution Of Teachers’ Perspectives On Family Engagement: Building Dual Capacity For Multilingual Learners, Lindsey W. Rowe, Hazel Vega, Emily Howell, Katie M. Crook, C C. Bates, Kavita Mittapelli, Amlam Banerjee

Publications

Family engagement in multilingual learner education offers benefits associated with improved academic performance, stronger parent-teacher communication, and more inclusivity of cultural and linguistic diversity. Responding to calls for professional development that enables teachers to meaningfully involve families, this paper draws from surveys and course assignments to examine how teachers expanded their perceptions about the incorporation of multilingual learner families in a graduate program. We conclude by discussing implications for teacher professional development with specific attention to how teachers can integrate multilingual learner families.

Saudi University-Based Language Instructors’ Professional Identity: A Narrative Study, Husam Alharbi

Language, Literacy, and Sociocultural Studies ETDs

Language instructors’ professional identity involves a multitude of factors and characteristics that explain practices, meanings, and values, particularly pedagogical ones, that contribute to the identification of identity(s) (Block, 2007; Beauchamp & Thomas, 2009; Beijaard et al., 2004; Miller, 2009; Varghese et al., 2005). Guided by narrative approach (Clandinin, 2015; Clandinin & Connelly, 2000; Connelly & Clandinin, 1988, 1990; Oliver, 1998; Riessman, 2008) and communities of practice (CoP) principles (Wenger, 1998), this study employed eight narrative prompts to answer two research questions: (1) how do Saudi university-based EFL language instructors construct their professional identity without their entitled academic privileges and/or accommodations?; …

Evolution Of Teachers’ Perspectives On Family Engagement: Building Dual Capacity For Multilingual Learners, Hazel Vega, Emily Howell, Lindsey W. Rowe, Katie M. Crook, C. C. Bates, Kavita Mittapalli, Amlan Banerjee

Publications

Family engagement in multilingual learner education offers benefits associated with improved academic performance, stronger parent-teacher communication, and more inclusivity of cultural and linguistic diversity. Responding to calls for professional development that enables teachers to meaningfully involve families, this paper draws from surveys and course assignments to examine how teachers expanded their perceptions about the incorporation of multilingual learner families in a graduate program. We conclude by discussing implications for teacher professional development with specific attention to how teachers can integrate multilingual learner families.

Secondary Stage Students' Perceptions Regarding (Myschool) Learning Management System's Role In Learning English, Huda Ali Sallam

Journal of Human Services: Training, Research, and Practice

This study set out to explore students' opinions and self-efficacy level in relation to the use of MySchool learning management system. The study has added focus on its usefulness in facilitating English language learning. The study sample involved 420 female secondary stage students within one educational district in Riyadh. The study instrument is a 24-item closed-ended questionnaire which was distributed using a Microsoft Forms link. The items of the questionnaire were divided into four main elements: perceived practicality, perceived usefulness, general satisfaction, and sense of self-efficacy. The obtained data was subsequently analyzed using Statistical Packages for Social Sciences (SPSS) 24 …

Speech And Language Assessment Practices For Bilingual Children In The School Setting: Where Do We Go From Here?, Seijra Toogood, Raul Prezas

Journal of Human Services: Training, Research, and Practice

Abstract

The field of speech-language pathology has demonstrated growth in bilingual assessment and evaluations. However, many questions remain regarding formal and informal assessment practices, intervention recommendations, and cultural competency or responsiveness. Sixty-one SLPs in Virginia completed a survey on demographics, bilingual assessment practices, cultural competence, and language development of ELL students. Seven SLPs who work with bilingual and/or ELL students were also interviewed to ascertain bilingual assessment practices, cultural competence, and language development knowledge. Areas of concern included assessment of bilingual students, lack of developmental norms and standardized assessment tools in languages other than English, and lack of knowledge of …

Student-Conscious Practice And Pathways For Student Success, Anthony Walker, Sara Mata

Journal of Research Initiatives

This paper shares evidence of how four programs enhanced students' pathways from high school through bachelor's degrees. Each program expanded students' networks, fostered a sense of belonging, and developed critical thinking skills. Ten years after participation, we looked back to gain insights into key elements that impacted students' learning experience. Data from student voices highlighted the importance of inclusiveness in action, institutional responsibility, and culturally relevant pedagogy in student success and program impact.

Empowering Multilingual Learners Through Culturally Sustaining Pedagogy And Arts-Based Learning In Burkina Faso, Inoussa Malgoubri

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

This dissertation explores how culturally sustaining pedagogy and arts-based learning can engage multilingual learners of English as an Additional Language (EAL) in Burkina Faso. The research emphasizes the incorporation of local cultural elements and learners' linguistic backgrounds into the EAL curriculum to address challenges such as limited classroom interactions (Somé-Guiebré, 2020) and monolingual instructional strategies with inadequate cultural representation (Ndlangamandla, 2024). This qualitative study integrates culturally relevant materials, including Forum Theater, slam poetry, and griot-style storytelling, to create an engaging and inclusive learning environment. Data consisted of observation, images from arts-based workshops and pre- and post-workshop interviews with selected teachers …

Teacher Retention And The Future Of Learning: Alarming Concerns About Preparing The Next Generation Of Citizens, Dejuanna M. Parker, Barbara D. Holmes

Journal of Research Initiatives

Research is robust in detailing the various reasons teachers leave the profession. There is scant literature on why teachers stay and what should be done to improve teacher retention. Teacher retention is a primary concern nationally and internationally. The inability to retain teachers has resulted in a teacher shortage and significantly affects student learning. Sorenson and Ladd (2020) This study yielded three emergent themes related to integral factors of teacher retention: changing attitudes on administrative support, workplace collegiality, and persistence of passion and purpose. Recommendations offered include encouraging administrators to leverage the passion and commitment of the educators to create …

Toward A Critical Pedagogy Of Assessment Integrating Social Studies Education: The Proposed Socio-Critical Assessment Integration Framework (Scaif), Caroline O. Alordiah, Regina Arisi

Journal of Research Initiatives

The Socio-Critical Assessment Integration Framework (SCAIF) and its consequences for social studies education are examined in this study. The results emphasize the advantages of developing inclusive learning environments, encouraging comprehensive evaluation procedures, encouraging applicability to the real world, and giving students agency by allowing participation in the evaluation process actively. Teachers can promote social justice, question prevailing narratives, and foster critical discourse in the classroom using a critical pedagogy lens. Student learning outcomes are improved by authentic assessment activities that reflect real-world problems and demand that students use their knowledge in meaningful ways. Inclusive learning settings respect student diversity, encourage …

Ethnomathematics Projects For Projective Geometry In Distance Learning, Wen-Haw Chen, Ja'faruddin Arsyad Ide

Journal of Humanistic Mathematics

This article reports on an ethnomathematics project we developed and implemented in an online learning environment to connect with students’ cultural backgrounds and to highlight the links between their environment, culture, and mathematics. The project is based on Simple House Theory, a framework that involves the application of projective geometry in the design of traditional houses and building numbers. Our results show that this approach fostered active participation and engagement despite the standard constraints and challenges of distance learning.

Sara Above, Sothear Nget

Journal of Southeast Asian American Education and Advancement

This is a creative literary work from Sothear Nget.

Book Review Of Voices Of A New Generation, Vanna Nauk

Journal of Southeast Asian American Education and Advancement

The book offers an ample narrative archive that can serve as a source for scholarly inquiry, especially for scholars interested in Fine Arts, Contemporary Music, Fashion Design, Culinary Arts, and Film and Theatre Arts. The book can also serve as a resource for K12 social science teachers interested in personal narratives to supplement course lessons. However, as a college professor of Ethnic Studies, I would advise the book to be used in conjunction with scholarship on deviant and model minority myths. After all, affective stories without theory and context can change hearts, but they do not offer abstract tools for …

Reclaiming And Celebrating Our Names: Storytelling-As-Connection Through An Elementary-Middle School Partnership, Christina M. Ponzio, Janine Kopera, Jennifer Krueger, Katharine Kwiatkowski, Heather Shiveley

Michigan Reading Journal

Affirming each student’s identity is fundamental to fostering the connection needed for our students to grow as a community of readers and writers across the year–and this begins when teachers learn their students’ names. This article highlights how students, teachers and literacy coaches through a partnership between an elementary school and middle school in southeast Michigan connected together through storytelling as an avenue to reclaim and celebrate their names. The second author shares her collaboration as the literacy coach with elementary teachers, which began with a read aloud of read Alma and How She Got Her Name (Martinez-Neal, 2018) and …