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Author: Jungwon Hyun Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
This ethnographic case study explores how implementing multilingual multiliteracies pedagogy can (re)structure classroom language space and impact the teaching and learning practices of teachers and students in K-2 Spanish/English two-way immersion classrooms. As linguistic and cultural diversity is becoming ever more important in schools as a result of globalization, increase in cross-border connections, and increased student mobility, bi/multilingualism continues to gain ground. Despite these growingly documented bi/multilingual practices, many educational spaces continue to be dominated by monolingual ideologies and practices (Piccardo, 2018; Lin, 2020). Strict language separation policies in two-way immersion programs have come into question by scholars as it reflects ideologies of double monolingualism (Jorgensen, 2008) and fail to recognize the sociolinguistic realities of bilingual students (Heller, 1995; Garcia & Lin, 2017). In response to the need to develop multilingual spaces where the dynamic nature of bilingualism can be recognized, this dissertation study addresses the potential and possibility of incorporating multilingual multiliteracies pedagogy to create and foster a flexible educational space in a two-way immersion context that affirms and leverages bi/multilingual students' full linguistic and cultural repertoires as resources in learning. This research focused on the following research questions: (1) What does multilingual multiliteracies pedagogy informed by a critical multilingual language awareness (CMLA) framework look like in two-way immersion classrooms? How can multilingual multiliteracies projects impact classroom languaging and students' do(ing) being bilingual? (2) How do educators in two-way immersion classrooms structure classroom language space while implementing multilingual multiliteracies pedagogy? How do educators make sense of their own and students' language practices through their engagement in multilingual multiliteracies projects? Teachers and students engaged in multilingual multiliteracies pedagogy project over two years that included multilingual multimodal activities and collaborative bookmaking. Critical discourse analysis and thematic analysis of the classroom data reveal how teachers exercised agency and used translanguaging pedagogy and multiliteracies pedagogy to create an inclusive learning space, and how these facilitated students' language learning. Additionally, the case findings point to how engaging in a multilingual multiliteracy pedagogy project can create opportunities for students to develop critical multilingual language awareness and positive bi/multilingual identity. This study provides theoretical, methodological, and pedagogical insights that will help researchers and practitioners to create more equitable and integrated learning spaces for all learners in two-way immersion contexts.
Author: Jungwon Hyun Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
This ethnographic case study explores how implementing multilingual multiliteracies pedagogy can (re)structure classroom language space and impact the teaching and learning practices of teachers and students in K-2 Spanish/English two-way immersion classrooms. As linguistic and cultural diversity is becoming ever more important in schools as a result of globalization, increase in cross-border connections, and increased student mobility, bi/multilingualism continues to gain ground. Despite these growingly documented bi/multilingual practices, many educational spaces continue to be dominated by monolingual ideologies and practices (Piccardo, 2018; Lin, 2020). Strict language separation policies in two-way immersion programs have come into question by scholars as it reflects ideologies of double monolingualism (Jorgensen, 2008) and fail to recognize the sociolinguistic realities of bilingual students (Heller, 1995; Garcia & Lin, 2017). In response to the need to develop multilingual spaces where the dynamic nature of bilingualism can be recognized, this dissertation study addresses the potential and possibility of incorporating multilingual multiliteracies pedagogy to create and foster a flexible educational space in a two-way immersion context that affirms and leverages bi/multilingual students' full linguistic and cultural repertoires as resources in learning. This research focused on the following research questions: (1) What does multilingual multiliteracies pedagogy informed by a critical multilingual language awareness (CMLA) framework look like in two-way immersion classrooms? How can multilingual multiliteracies projects impact classroom languaging and students' do(ing) being bilingual? (2) How do educators in two-way immersion classrooms structure classroom language space while implementing multilingual multiliteracies pedagogy? How do educators make sense of their own and students' language practices through their engagement in multilingual multiliteracies projects? Teachers and students engaged in multilingual multiliteracies pedagogy project over two years that included multilingual multimodal activities and collaborative bookmaking. Critical discourse analysis and thematic analysis of the classroom data reveal how teachers exercised agency and used translanguaging pedagogy and multiliteracies pedagogy to create an inclusive learning space, and how these facilitated students' language learning. Additionally, the case findings point to how engaging in a multilingual multiliteracy pedagogy project can create opportunities for students to develop critical multilingual language awareness and positive bi/multilingual identity. This study provides theoretical, methodological, and pedagogical insights that will help researchers and practitioners to create more equitable and integrated learning spaces for all learners in two-way immersion contexts.
Author: Tara Williams Fortune Publisher: Multilingual Matters ISBN: 1847690351 Category : Language Arts & Disciplines Languages : en Pages : 307
Book Description
Aimed at facilitating cross-context dialogue & knowledge exchange, this volume brings together an international roster of scholars to offer theoretical perspectices, research reviews & empirical studies on teaching, learning & language development in immersion education.
Author: Joan Lachance Publisher: Corwin Press ISBN: 1071850024 Category : Education Languages : en Pages : 365
Book Description
Teaching dual language learners? You’re not alone! When implemented with commitment to collaboration, dual language programs work—and two teachers are better than one. Leveraging the power of teacher collaboration is the key to leading all your students to multilingual identity development and language, literacy, and academic success. This practical book adapts a widely used, evidence-based collaboration and co-teaching framework specifically for educators in dual language contexts. Features include: Special consideration to social justice and promoting critical consciousness Viable options for schools, districts, and state education agencies to effectively support and expand dual language education Seven proven co-teaching models, newly applied to elementary and secondary dual language environments Templates and tools for collaborative curriculum alignment and implementation of dual language instruction Authentic examples of success from collaborative dual language teams around the US and beyond More and more schools are implementing dual language programs to serve multilingual learners. This first-of-its-kind innovative resource helps collaborating educators work together to design, deliver, and assess engaging instruction for multilingualism and multiliteracies.
Author: Pablo C. Ramírez Publisher: Routledge ISBN: 1000079732 Category : Education Languages : en Pages : 201
Book Description
Originally published as a special issue of the journal Theory into Practice, this text examines innovative practices and research relating to Dual Language Education (DLE) in the US. Offering a variety of perspectives, contributors consider how dual language learning can benefit English-speaking and partner-language students across K-12, and explore how multilingualism can be harnessed for wider academic success. By investigating the ways in which schools and teachers have ensured provision of an effective DLE curriculum, chapters identify pedagogies and learning environments which support dual language learning, and consider how policy, curricula, and teacher education can be designed to promote social justice and diversity through broader access to dual programs. This book will be of interest to graduate and post graduate students, researchers, academics, professionals and policy makers in the field of multicultural education, international & comparative education, bilingualism studies, education policy and pedagogy.
Author: Ivannia Soto Publisher: Corwin Press ISBN: 1071895516 Category : Education Languages : en Pages : 305
Book Description
Your guide to culturally and linguistically sustaining practices in your dual language classroom and school. It’s time to set the record straight: Multilingualism is a tremendous asset that must be nurtured and valued and the most effective pathway to multilingualism is dual language education. Despite significant evidence attesting to the cognitive, social/emotional, and economic benefits of multilingualism, the majority of our classrooms and schools are monolingual. Encouragingly, recent shifts in state policies have increased the demand for dual language programming in our schools. This increased momentum brings new challenges, including the need for more bilingually authorized teachers, high-quality instructional resources, and accurate assessment and accountability in the target languages of instruction. With contributions from ten experts in multilingual education, Breaking Down the Monolingual Wall outlines the systemic and pedagogical approaches necessary for successful multilingual and dual language programs. The book supports educators to: Shift the paradigm from one that is subtractive and deficit-based to one that is additive and assets-based Embed culturally and linguistically sustaining practices in their instruction Understand how to promote multilingualism in the context of teaching academic content Develop assessments as, for, and of learning in multiple languages. Lead high-quality dual language schools and programs Recruit and retain highly qualified bilingual educators Offering a comprehensive overview of bilingual policies and historical context all educators should understand, Breaking Down the Monolingual Wall is an invaluable guide to creating dual language learning environments that build on the precious assets of our multilingual students and families.
Author: Sabine Siekmann Publisher: Springer Nature ISBN: 3031318129 Category : Education Languages : en Pages : 141
Book Description
This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapter brings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies.
Author: David E. DeMatthews Publisher: Springer ISBN: 3030108317 Category : Education Languages : en Pages : 231
Book Description
This book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers. This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA
Author: Diane J. Tedick Publisher: Routledge ISBN: 0429766629 Category : Education Languages : en Pages : 366
Book Description
This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using counterbalanced instruction as the volume’s pedagogical framework, the authors map out the specific pedagogical skill set and knowledge base that teachers in immersion and dual language classrooms need so their students can engage with content taught through an additional language while continuing to improve their proficiency in that language. To illustrate key concepts and effective practices, the authors draw on classroom-based research and include teacher-created examples of classroom application. The following topics are covered in detail: defining characteristics of immersion and dual language programs and features of well-implemented programs strategies to promote language and content integration in curricular planning as well as classroom instruction and performance assessment an instructional model to counterbalance form-focused and content-based instruction scaffolding strategies that support students’ comprehension and production while ensuring continued language development an approach to creating cross-linguistic connections through biliteracy instruction a self-assessment tool for teachers to reflect on their pedagogical growth Also applicable to content and language integrated learning and other forms of content-based language teaching, this comprehensive volume includes graphics to facilitate navigation and provides Resources for Readers and Application Activities at the end of each chapter. The book will be a key resource for preservice and in-service teachers, administrators, and teacher educators.
Author: Yvette V. Lapayese Publisher: BRILL ISBN: 9004389725 Category : Education Languages : en Pages : 111
Book Description
In every corner of the world, children are learning languages at home that differ from the dominant language used in their broader social world. These children arrive at school with a precious resource: their mother tongue. In the face of this resource and the possibility for biliteracy, majority language educational programs do nothing to support primary language competence. To counter monolingual education, there are significant albeit few initiatives around the world that provide formal support for children to continue to develop competence in their mother tongue, while also learning an additional language or languages. One such initiative is dual language immersion education (DLI). Interestingly, most (if not all) research on DLI programs focus on the effectiveness of bilingual education vis-à-vis academic access and achievement. The ideologies embedded in the research and guidelines for DLI education, albeit necessary and critical during the early days of DLI schooling, are disconnected from the present realities, epistemologies, and humanness of our bilingual youth. A Humanizing Dual Language Immersion Education envisions a framework informed by bilingual teachers and students who support biliteracy as a human right. Positioning bilingual education under a human rights framework addresses the basic right of our bi/multilingual youth to human dignity. Respect for the languages of persons belonging to different linguistic communities is essential for a just and democratic society. Given the centrality of language to our sense of who we are and where we fit in the broader world, a connection between linguistic human rights and bilingual education is essential.
Author: Christine Hélot Publisher: Multilingual Matters ISBN: 1847693660 Category : Language Arts & Disciplines Languages : en Pages : 231
Book Description
The book proposes a round the world exploration of the way our traditionally monolingual school systems are being challenged by students from diverse language backgrounds, forcing educationalists to question entrenched ideologies of language and challenging teachers in their everyday classrooms to rethink their relationships to language learning and the issue of diversity.
Author: Jungwon Hyun
Author: Jungwon Hyun
Author: Tara Williams Fortune
Author: Joan Lachance
Author: Pablo C. Ramírez
Author: Ivannia Soto
Author: Sabine Siekmann
Author: David E. DeMatthews
Author: Diane J. Tedick
Author: Yvette V. Lapayese
Author: Christine Hélot