Transmodalising pedagogy: Developing STEM disciplinary literacy for young emergent bilingual learners

2021 ◽  
pp. 1-17
Author(s):  
Sujin Kim
Keyword(s):  
Disciplinary Literacy ◽  
Bilingual Learners ◽  
Emergent Bilingual

scholarly journals Creative Literacies and Learning With Latino Emergent Bilinguals

2012 ◽  
Vol 6 (1) ◽  
pp. 273-298 ◽  
Author(s):  
Patricia Martínez-Álvarez ◽  
María Paula Ghiso ◽  
Isabel Martínez
Keyword(s):  
The United States ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Educational Policies ◽  
Emergent Bilinguals ◽  
Multimodal Learning ◽  
Multimodal Literacy ◽  
Bilingual Learners ◽  
Literacy Experiences ◽  
Emergent Bilingual

Research documents the benefits of implementing pedagogical practices that foster creativity in order to prepare students for a changing future and to meet the needs of emergent bilingual learners. Designing pedagogical invitations that make room for creativity is especially urgent given educational policies in the United States which privilege decontextualized, standardized learning aimed at "testable" skills, often in opposition to more expansive multilingual and multimodal learning opportunities. The current study explores how multimodal literacy experiences grounded in bilingual learners’ sociocultural realities stimulated creativity and allowed students to demonstrate and practice their creative abilities.

scholarly journals Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents

2019 ◽  
Vol 50 (4) ◽  
pp. 493-505 ◽  
Author(s):  
Amy C. Crosson ◽  
Margaret G. McKeown ◽  
Kelly P. Robbins ◽  
Kathleen J. Brown
Keyword(s):  
Problem Solving ◽  
Morphological Analysis ◽  
Vocabulary Instruction ◽  
Design Principles ◽  
Instructional Program ◽  
Clinical Settings ◽  
Emergent Bilinguals ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
High Utility

Purpose In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., diminish , ambiguous ). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words, and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. Supplemental Material https://doi.org/10.23641/asha.9745169

scholarly journals Learning From Students, Teachers, and Schools: Field-Based Teacher Education for Emergent Bilingual Learners

2019 ◽  
Vol 71 (1) ◽  
pp. 148-161
Author(s):  
Amy J. Heineke ◽  
Elina Giatsou
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Linguistically Diverse ◽  
First Year ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
Diverse Classrooms ◽  
Undergraduate Teacher Education

Today’s schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of teachers, including those spanning licensure areas. This research probed one university’s efforts to prepare all teacher candidates for this growing subgroup of students through a field-based undergraduate teacher education program in the urban Midwest. Using artifact data from 29 program completers and survey and interview data from five focal teachers spanning licensure areas, this study investigated how particular facets of the field-based program promoted or deterred candidates’ learning across the 4-year program and into teachers’ first year of teaching. Implications center on how universities can leverage field-based teacher education to prepare future teachers for diverse classrooms.

Critical Language Testing: Factors Influencing Students’ Decisions to (Not) Pursue the Seal of Biliteracy

2021 ◽  
Vol 91 (2) ◽  
pp. 179-203
Author(s):  
KRISTIN J. DAVIN
Keyword(s):  
High School ◽  
Language Proficiency ◽  
Language Testing ◽  
Home Language ◽  
Bilingual Learners ◽  
English Only ◽  
Emergent Bilingual ◽  
Factors Influencing ◽  
Proficiency Assessment ◽  
Critical Language Testing

In this investigation, Kristin J. Davin analyzes current and former emergent bilingual learners’ decisions to take or not take a language proficiency assessment in a home language to pursue a Seal of Biliteracy (SoBL). The SoBL is a policy adopted in forty states to counteract English-only ideologies by recognizing students who graduate high school bilingual and biliterate. Considering the power of assessments and the complexity of the decision to take a test of proficiency in one’s home language, this study uses the history-in-person framework to understand the factors that shape students’ decisions to take, or not take, the “seals test.” Davin’s findings point toward considerations and changes necessary to SoBL implementation to ensure that the policy meets the needs of the emergent bilingual learners it was intended to benefit.

Beyond Language and Academics: Investigating Teachers’ Preparation to Promote the Social-Emotional Well-Being of Emergent Bilingual Learners

2021 ◽  
pp. 002248712110275
Author(s):  
Amy J. Heineke ◽  
Elizabeth M. Vera
Keyword(s):  
Linguistically Diverse ◽  
Well Being ◽  
Comparative Case Study ◽  
Academic Learning ◽  
Social Emotional ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
Education Professional Development ◽  
The Social ◽  
Teachers And Students

In recent years, institutions have responded to changing school populations by preparing teachers for the growing number of emergent bilingual learners (EBLs). But this preparation largely focuses on supporting students’ academic learning and language development, despite enhanced attention to social-emotional well-being in wider educational circles. This comparative case study seeks to understand whether and how teachers are prepared to facilitate this integral component of student learning in five schools with linguistically diverse populations and varied program models to serve EBLs. We first probe how teachers draw from various facets of their preparation to support EBLs’ social-emotional well-being, including teacher education, professional development, collaboration with colleagues, and personal experiences. We then consider teachers’ and students’ perspectives on the requisite expertise to facilitate well-being in classrooms. Findings provide insight for university, district, and school stakeholders seeking to enhance teacher preparation as a means to improve the educational experiences of EBLs.

A Path to Discourse-Rich Communities

2018 ◽  
Vol 25 (2) ◽  
pp. 104-113
Author(s):  
Kathryn B. Chval ◽  
Rachel J. Pinnow
Keyword(s):  
Third Grade ◽  
Bilingual Learners ◽  
Linguistic Development ◽  
Emergent Bilingual ◽  
Grade Teacher ◽  
Academic Content

A third-grade teacher orchestrates mathematical materials, tasks, and talk to engage her emergent bilingual learners and foster both academic content and linguistic development.

Sign in / Sign up

Export Citation Format

Share Document