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Bilingual, Multilingual, and Multicultural Education

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Articles 931 - 960 of 1598

Full-Text Articles in Teacher Education and Professional Development

Problems And Possibilities: Emergent Bilinguals And Multimodalities, Kathy Marie Bussert-Webb Dec 2016

Problems And Possibilities: Emergent Bilinguals And Multimodalities, Kathy Marie Bussert-Webb

TAPESTRY

This commentary and review focuses on my teaching and research experiences with Mexican-heritage youths in the lower Rio Grande Valley, Texas, alongside Mexico and the Gulf of Mexico. Most of these youths were emergent bilinguals of poverty. I argue that high-stakes testing environments limited their experiences in diverse sign systems, including technology, in and out of school. These youths engaged in entertainment and friendship uses of technology outside of school, even though most had access to up-to-date digital tools at home for more higher-order technology use. They did not appear to have mentors or teachers who taught them to use …

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Multiliteracy In Three English As A Second Language (Esl) Middle School Classrooms, Elena Andrei Dec 2016

Multiliteracy In Three English As A Second Language (Esl) Middle School Classrooms, Elena Andrei

TAPESTRY

This study investigated the teaching of multiliteracy in three middle school English as a Second Language Arts classrooms. The research question was: How are English learners (ELs) developing multiliteracy - defined as critical literacy, electronic literacy, and socio-cultural literacy, if at all, in middle school ESL Language Arts classrooms? Collected data consisted of classroom observations, transcribed teacher and focus student interviews; copies of teacher and student artifacts such as handouts and student notebooks. The findings of the study suggest that teachers did not teach all aspects of multiliteracy and the students seemed to be developing mostly electronic literacy, but not …

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Microblogging: Using Digital Literacies To Engage Middle School English Learners, Carolyn J. Stufft, Susan Casey Dec 2016

Microblogging: Using Digital Literacies To Engage Middle School English Learners, Carolyn J. Stufft, Susan Casey

TAPESTRY

As a result of the changing technologies associated with the 21st century, the definition of literacy has changed and expanded (Antonacci & O’Callaghan, 2011) to encompass e-books, text messages, blogs, and even videogames and the peripheral literacies associated with gaming. These new literacies have demonstrated promise for engaging students in literate practices (Gee, 2007; Gerber, 2009). One practice in particular, microblogging, provides a way to engage English learners in writing and responding to text. Microblogging is a participant web technology that allows users to interact and share information in succinct online posts (Hricko, 2010). For middle school English learners, microblogging …

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Exploring New Paths To Academic Literacy For English Language Learners, Mayra C. Daniel, Dong-Shin Shin Dec 2016

Exploring New Paths To Academic Literacy For English Language Learners, Mayra C. Daniel, Dong-Shin Shin

TAPESTRY

This article discusses a revised paradigm for understanding the role of technology in learning in today’s 21st century’s digital world. We propose that the digital literacy that is an integral part of learners’ daily lives requires a concentrated examination. We argue that appropriate selection and incorporation of current technologies in instruction can improve today’s schoolhouse and raise the academic achievement of English language learners. This commentary addresses the ways teachers prepare to use technology effectively in literacy education for collaborative learning, for multi-modal authoring, and for the virtual classroom. Specific applications are considered and recommended for classrooms with English learners.

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Editors' Note, Tapestry Staff Dec 2016

Editors' Note, Tapestry Staff

TAPESTRY

Editors' Note of the Special Issue, 2014

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Announcing The Publication Of Educating English Learners, Tapestry Staff Dec 2016

Announcing The Publication Of Educating English Learners, Tapestry Staff

TAPESTRY

The Editors of Tapestry are pleased to announce the publication of Educating English Learners: What Every Classroom Teacher Needs to Know by Joyce Nutta, Carine Strebel, Kouider Mokhtari, Florin Mihai, and Edwidge Crevecoeur-Bryant (Harvard University Press, 2014).

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Tapping The Potential Of El Paraprofessionals Through Professional Development, Michaela Colombo, Qing Zhao, Heidi Perez Dec 2016

Tapping The Potential Of El Paraprofessionals Through Professional Development, Michaela Colombo, Qing Zhao, Heidi Perez

TAPESTRY

Many paraprofessionals provide instructional support to English Learners (ELs), yet little research exists regarding their preparedness. Research on paraprofessionals in special education suggests that paraprofessionals are often under-prepared for their responsibilities. This paper explores ongoing professional development (PD) for paraprofessionals using findings from a study of the first year of a 5-year PD initiative for 109 paraprofessionals who worked with ELs in a high-poverty, high-minority urban district. Study findings are derived from the analysis of 57 participant reflection journals, interviews with 12 paraprofessional participants, a focus group with six PD providers, and de-identified observation and focus group data provided by …

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Bridging The Gap: Preparing Teachers To Meet The Needs Of Ells Through Service-Learning, Michele Regalla Dec 2016

Bridging The Gap: Preparing Teachers To Meet The Needs Of Ells Through Service-Learning, Michele Regalla

TAPESTRY

Although the U.S. student population has become increasingly diverse, our teaching force does not reflect equal levels of diversity. Teacher education programs are charged with the task of preparing pre-service teachers to meet the needs of culturally and linguistically diverse students. This paper addresses one option for providing pre-service teachers with diversity experiences by offering a short term service-learning program abroad. Research has shown that pre-service teachers feel more prepared to meet the needs of English learners after their participation in international experiences with service-learning or study abroad. This paper presents practical guidance for teacher educators who wish to start …

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“Textbooks Come Alive:” Engaging Teacher Candidates In Service-Learning To Enhance Their Learning About English Language Learners, Carla Amaro-Jiménez, Kim K. Winter Dec 2016

“Textbooks Come Alive:” Engaging Teacher Candidates In Service-Learning To Enhance Their Learning About English Language Learners, Carla Amaro-Jiménez, Kim K. Winter

TAPESTRY

This article describes the results of a Service-Learning collaboration initiative between several community partners and two teacher preparation programs (i.e., bilingual education and middle level education) at a large, urban university in the Southwest. We draw on data collected from a total of 77 teacher candidates (38 in bilingual education and 39 in middle level education) who were enrolled in a course focusing on methods of literacy instruction for ELL. The manuscript focuses on the impact that participating in Service-Learning had on teacher candidates’ personal, professional, and academic experiences as they worked with ELL as part of their teacher preparation …

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Editors' Note, Tapestry Staff Dec 2016

Editors' Note, Tapestry Staff

TAPESTRY

From the editors

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Living Here, Yet Being There: Facebook As A Transnational Space For Newcomer Latina/O Adolescents, Mary Amanda Stewart Dec 2016

Living Here, Yet Being There: Facebook As A Transnational Space For Newcomer Latina/O Adolescents, Mary Amanda Stewart

TAPESTRY

Under the category of diaspora media studies, the present case study investigates the social networking use of four newcomer adolescent English Learners in a U.S. high school. Demonstrating their transnational skills, the students use the social networking site of Facebook prolifically outside of school in order to connect to their home countries, maintain their Latina/o identities, and acquire English. Findings from analyzing the students' Facebook pages, interviews, and in-school observations illustrate that they are transnational, multicultural, emergent bilinguals who engage in sophisticated multimodal ways of communication outside of school, challenging their at-risk label in their high school. Immigrant students' transnational …

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Preparing Teachers Of English Learners: How Field Reports Bridge The Gap Between Theory And Practice, Judy Lombardi Dec 2016

Preparing Teachers Of English Learners: How Field Reports Bridge The Gap Between Theory And Practice, Judy Lombardi

TAPESTRY

Preservice teachers of English learners need practical experience in real classrooms to supplement the rich strategies learned in college methods classes. In classes of preservice teachers in secondary education at California State University Northridge, state course standards require teacher candidates to complete not only classwork but also field observation reports. The field observation reports help teacher candidates bridge theory and practice, making connections between university course strategies and public school classroom applications. With access to the largest number of English learners in any school district in the nation, candidates are able to observe and report on the diverse needs, strategies, …

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Classroom Assessment Of Language Levels: A Quick Formative Assessment Tool, Paul Boyd-Batstone Dec 2016

Classroom Assessment Of Language Levels: A Quick Formative Assessment Tool, Paul Boyd-Batstone

TAPESTRY

When a newly arrived English learner (EL) enters the classroom, time is not on the teacher’s side. It is not uncommon for the EL to arrive far ahead of assessment data, such as a standardized measure of language level. Yet, the teacher is obliged to immediately provide instruction. Time is not on the student’s side either. English learners need immediate and appropriate instruction. This calls for a quick, formative assessment tool for identifying language level and appropriate accommodations. The purpose of this article is to present the Classroom Assessment of Language Levels (CALL) a tool for teachers to identify an …

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Editor's Note, Tapestry Staff Dec 2016

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

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Technology And Language Teaching: A Conversation With Dr. James May, Tapestry Staff Dec 2016

Technology And Language Teaching: A Conversation With Dr. James May, Tapestry Staff

TAPESTRY

TAPESTRY recently caught up with Dr. James May, winner of 2011-2012 Carnegie Foundation Florida Professor of the Year award, at a recent state conference. Dr. May is currently a Professor of English as a Second Language at Valencia Community College in Orlando, Florida. His research focuses on helping teachers to incorporate Web 2.0 technologies into instruction. Dr. May graciously agreed to share some of his insights into issues surrounding technology in the modern classroom with TAPESTRY.

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Dramatic Differences: The Power Of Playbuilding For Young English Language Learners, Jamie Simpson-Steele, Daniel A. Kelin Ii Dec 2016

Dramatic Differences: The Power Of Playbuilding For Young English Language Learners, Jamie Simpson-Steele, Daniel A. Kelin Ii

TAPESTRY

Through a combination of anecdotal stories, the findings of a qualitative evaluative study and overview of experiential activities, this article outlines how a group of 4th and 5th grade English Language Learners benefited from a drama-based project focused on building student confidence, collaborative and communicative skills and facility with drama processes to engage interest and stimulate a sense of investment with the ELL participants. A portion of the article focuses on one participant who experienced a particularly intriguing journey that stimulated both discoveries and questions about the drama program.

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Preparing Preservice Teachers To Address The Disproportionality Of Ells In Exceptional Education Programs, Leah J. Lerma, Martha Lue Stewart Dec 2016

Preparing Preservice Teachers To Address The Disproportionality Of Ells In Exceptional Education Programs, Leah J. Lerma, Martha Lue Stewart

TAPESTRY

As our nation’s classrooms become more diverse, how to best educate all of our students is of paramount importance. The educational placement of students of racial, cultural, ethnic, and linguistic diversity in classes for students with special needs at a disproportionate level is well documented. This paper addresses the issue of disproportionate representation of English Language Learners (ELLs) in special education programs. Teacher beliefs, cultural bias, lack of culturally responsive professional development opportunities, and assessments contribute to inappropriate referrals and identification. Preparing preservice teachers to understand disproportionality and why it exists can help reduce the inappropriate referrals and placement of …

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Editor's Note, Tapestry Staff Dec 2016

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

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New Book Publication Announcement, Tapestry Staff Dec 2016

New Book Publication Announcement, Tapestry Staff

TAPESTRY

An announcement of a new edited book titled “Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators” published by Harvard Education Press in 2012 describing an innovative infusion approach to the preparation of all teachers to effectively address the language, literacy, and content learning needs of English learners (ELs) in general education classrooms.

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Essay Review: Implications For Educators Of Daniel Everett’S Language: The Cultural Tool, Christopher W. Johnson Dec 2016

Essay Review: Implications For Educators Of Daniel Everett’S Language: The Cultural Tool, Christopher W. Johnson

TAPESTRY

This essay review discusses Everett (2012), Language: The Cultural Tool, with particular emphasis on implications for educators. While Everett does not belong to the discourse of pedagogy and policy for classrooms, his findings and arguments resonate powerfully with the contemporary challenges of PK-12 classrooms and teacher preparation.

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Benefits And Challenges Of Co-Teaching English Learners In One Elementary School In Transition, N. Eleni Pappamihiel Dec 2016

Benefits And Challenges Of Co-Teaching English Learners In One Elementary School In Transition, N. Eleni Pappamihiel

TAPESTRY

This article reports the findings of a case study centered upon the implementation of a coteaching model in an elementary school with a mixed (EL and non-EL) population. In the co-teaching model examined, ESL teachers were embedded in the general education classroom, collaborated on instruction, and taught in cooperation with general education teachers. In addition to presenting the outcomes of the examined co-teaching model, the article outlines several key conditions for the successful application of this model to various teaching environments.

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Editor's Note, Tapestry Staff Dec 2016

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

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Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry Dec 2016

Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry

TAPESTRY

A report on the development and implementation of the Teaching English Language Learners (TELLs) certificate program at Miami University, in Oxford Ohio.

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Infusing El Content And Instruction Into English Education Courses, Donna Niday Dec 2016

Infusing El Content And Instruction Into English Education Courses, Donna Niday

TAPESTRY

An article presenting a five-stage process of infusing EL-relevant topics into English education courses.

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Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson Dec 2016

Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson

TAPESTRY

An article describing the author's experiences with ELs as well as with infusing EL content within a foundations course.

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Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz Dec 2016

Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz

TAPESTRY

An article describing the process of embedding English learner topics in the sociocultural studies in education course the authors teach.

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The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni Dec 2016

The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni

TAPESTRY

A description of the evolution of EL Infusion in Florida, where the State Department of Education requires all teacher candidates to be prepared to work with ELs.

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Editor's Note, Tapestry Staff Dec 2016

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

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Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez Dec 2016

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

TAPESTRY

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

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Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz Dec 2016

Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz

TAPESTRY

In this manuscript, the authors encourage classroom teachers and school leaders to learn about the home culture and language of the growing English learner population if they are to respond effectively to these students’ language, literacy, and content learning needs. These funds of knowledge have been shown to help teachers adjust instruction in ways that permit students to engage more actively in language, literacy, and content learning tasks. In addition to offering recommendations for administrators and teachers working to improve literacy of ELLs within and outside the school setting, the authors share sample surveys that can be used to gather …

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