Unconventional Word Segmentation in Emerging Bilingual Students’ Writing: A Longitudinal Analysis

2013 ◽  
Vol 35 (3) ◽  
pp. 263-282 ◽  
Author(s):  
Wendy Sparrow
Keyword(s):  
Longitudinal Analysis ◽  
Word Segmentation ◽  
Bilingual Students ◽  
Emerging Bilingual Students

Where Our Paths Crossed

2020 ◽  
pp. 305-331
Author(s):  
Minda Morren López ◽  
Jane M. Saunders
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Sense Of Agency ◽  
Bilingual Students ◽  
Latina Teachers ◽  
Shared Experiences ◽  
Professional Development For Teachers ◽  
Ideological Clarity ◽  
Emerging Bilingual Students

This chapter presents the case of two Latina teachers who worked with Latinx and emerging bilingual students. Their funds of identity are analyzed, and the professional development program is described, including ways it influenced the teachers' ideological clarity and sense of agency. While their experiences were different in many ways, Summer and Ximena's paths crossed through their shared experiences in the professional development program, and they became vocal advocates for language as resource and language as right perspectives in education. This chapter demonstrates the potential in professional development for teachers working with emerging bilinguals and immigrants, how teachers can move towards advocacy work and leadership by examining their own journeys and funds of identity.

Strategizing assessment to support emerging bilingual students: a focus on the home language

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
David Nieto ◽  
Annie Nguyen
Keyword(s):  
United States ◽  
The United States ◽  
Home Language ◽  
Bilingual Students ◽  
Achievement Scores ◽  
True Knowledge ◽  
Use Of Assessment ◽  
Emerging Bilingual Students ◽  
Assessment Results

Abstract Both educators and students in the United States feel the continuous pressure to improve achievement scores as a form of validation for their work and success. However, emerging bilingual (EBs) learners encounter barriers within assessments that break the assumptions of validity, reliability, and fairness and prevent them from demonstrating their true knowledge. This is worsened when assumptions about EBs' academic capacity are extracted from those assessment results. This paper focuses on the use of assessment for and as learning for emerging bilingual (EB) students. Specific attention is given to the use of the students' home language as a resource in evaluating their knowledge and how teachers may address some of the inequitable practices to prepare EBs not only to be successful academically, but to demonstrate it in today's assessment world.

Training teachers to evaluate emerging bilingual students’ biliterate writing

2012 ◽  
Vol 26 (5) ◽  
pp. 383-403 ◽  
Author(s):  
Sandra Adriana Butvilofsky ◽  
Wendy Lynn Sparrow
Keyword(s):  
Bilingual Students ◽  
Emerging Bilingual Students

What is a Word?

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Manuela Böhm ◽  
Ulrich Mehlem
Keyword(s):  
Language Policy ◽  
Word Segmentation ◽  
Striking Feature ◽  
Bilingual Students ◽  
Prepositional Phrases ◽  
Contact Linguistics ◽  
Moroccan Arabic ◽  
Verb Forms ◽  
Different Orthographies ◽  
Classical Arabic

Abstract Practices of word segmentation in French and Moroccan Arabic by beginning and advanced bilingual writers in two historically and linguistically divergent settings are analysed in a threefold perspective: (1) In the different sociocultural contexts of linguistically heterogeneous France in the 1870’s and a town with remarkable immigration from Morocco in Germany in 2000, dictations constitute monolingual settings of language policy and normativity; (2) structurally, open and closed spellings of (clitic) function and content words indicate constraints of different orthographies, focussing either phonology or morphosyntax; (3) in the framework of contact linguistics, bilingual students write in one of their languages (French, Moroccan Arabic) with resources of other languages (like Breton, German, Classical Arabic). The results show that the students’ writings are influenced by graphematic structures not directly related to the language dictated. In French Brittany, a great importance of closed spellings may be supported by the agglutinative feature of the Breton language, while the apostrophe as a striking feature of French orthography is used primarily, but often only emblematically, by the students in Gascony. Moroccan Arabic writers in Germany are influenced indirectly by their first school language, German, in the way they mark word boundaries in prepositional phrases (PP) and imperfective verb forms. Classical Arabic, however, remains of marginal influence although both varieties are historically and structurally closely related.

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