Korean Middle School EFL Emergent Bilinguals’ Transactional Meaning-Making Regarding Multiculturalism through Translanguaging in Book Club Discussions

2021 ◽  
Vol 25 (2) ◽  
pp. 213-244
Author(s):  
Eun Young Yeom
Keyword(s):  
Middle School ◽  
Book Club ◽  
Meaning Making ◽  
Emergent Bilinguals

scholarly journals Literally: social reading and meaning-making

2021 ◽  
Author(s):  
Eleanor Beale
Keyword(s):  
Identity Formation ◽  
Book Club ◽  
Meaning Making ◽  
Book Clubs ◽  
The Past ◽  
Personal Interaction ◽  
Reading For Pleasure ◽  
Digital Landscape ◽  
Personal Fulfillment ◽  
Social Reading

People read less for personal fulfillment than in the past. In fact, reading for pleasure is at a 30 year low (McWilliams, 2018. People wish they read more but are deterred by several different psychological blocks, including lack of time, motivation, and access, as well as digital distraction. The dominant, modern narrative around reading is one of a sterile knowledge transmission from book to individual. I argue that this understanding of reading as a solitary act is lacking in several ways. My research focuses on meaning-making in book clubs and the advantages afforded by social reading, as an alternative. I want to situate the book club tradition within a digital landscape and showing how virtual clubs and in-person discussion are not mutually exclusive. To fill gaps in the conversation about social reading, modern book clubs, personal interaction, and meaning-making, I am looking at possible digital spaces for reading and thus identity formation.

Translanguaging practice: creative mind of a bilingual scholar

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Buyi Wang
Keyword(s):  
Meaning Making ◽  
Chinese American ◽  
Emergent Bilinguals ◽  
Language Practices ◽  
Learning Potential ◽  
Culture Learning ◽  
American Anthropologist ◽  
Creative Mind ◽  
Academic Activities

Abstract Recently, research theorizing bilinguals’ fluid and transcending language practices has flourished. As the strategic use of more than one named language in meaning-making begins to gain validation, educators and researchers have explored the pedagogical implications of such practices in the understanding and education of bilinguals. Aligning with these explorations, this article presents a case study of a bilingual scholar’s meaning-making practice. Relying on a translanguaging lens and a multilingual perspective on creativity, I document how Professor Wang, a Chinese-American anthropologist, utilizes his full communication toolkit to navigate the academic activities of teaching, researching and writing. The findings suggest Wang translanguages to achieve the purpose of culture learning and representation. Particularly, translanguaging creativity emerges as perceived boundaries between named languages are crossed. This study of an experienced bilingual aims to inform our understanding of how to support emergent bilinguals in reaching their full learning potential in our schools.

scholarly journals Creating a Book Club with a Critical Approach to Foster Literacy Practices

Folios ◽  
2019 ◽  
pp. 111-125
Author(s):  
Camila Chaves Barrera ◽  
Claudia Marcela Chapetón
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Book Club ◽  
Meaning Making ◽  
Life Experiences ◽  
After School ◽  
Critical Approach ◽  
After School Program

This paper reports the pedagogical experience of creating a book club to foster the reading of short stories from a critical literacy perspective at a high school in Bogotá, Colombia. The Book Club arose as an after-school program where students, who were interested in the proposal, were free to join. First, the paper presents the fundamental concepts that guided the implementation. Then, it describes the central elements of the pedagogical experience: context, curricular platform, procedures, and activities. The final discussion centers on the role of a critical literacy approach that encouraged participants to go beyond concerns about the grammatical and linguistic aspects of the foreign language to focus on meaning-making. Also, to concentrate on responding and transacting with the texts while engaging in dialogic interactions that allowed them to share background knowledge, life experiences, social and individual issues of their realities and interests, and most importantly, enjoy the act of reading in a foreign language as it was seen as a social-situated practice.

Preservice Teachers' Mathematical Visual Implementation for Emergent Bilinguals

2018 ◽  
Vol 7 (1) ◽  
pp. 8-33 ◽  
Author(s):  
Ji-Yeong I ◽  
Jasmine Stanford
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Word Problem ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Emergent Bilinguals ◽  
Mathematical Problems ◽  
Intervention Session

Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs' capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a _ eld experience with EBs to work on mathematical problems; during the _ eld experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.

scholarly journals Läsning som passion och social praktik

2018 ◽  
pp. 69-90
Author(s):  
Lotta Bergman
Keyword(s):  
Book Club ◽  
Meaning Making ◽  
Critical Distance ◽  
The Other ◽  
Reading Practices ◽  
Reading Practice ◽  
Result Show ◽  
Characteristic Features ◽  
The One

This article deals with research on the reading practice of ordinary readers in a book club. The background is the increasing interest in book club activities, but also the growing gap between professional reading within the academy, characterized by critical distance and analysis, and ordinary readers reading, often considered as immersive, naïve and uncritical. The lack of research on ordinary readers reading has been noticed by several scholars (Felski, 2008, Miall, 2006; Persson, 2011). The purpose of the study is to understand the characteristic features of the reading practice and the meaning making processes that takes place within it. The case study was carried out in a book club with seven women who meet regularly to discuss fiction. The material consists of four documented meetings, interviews with all participants and notes taken in connection with the meetings. The result show a multifaceted reading practice characterised by, on the one hand, immersion and strong emotions and, on the other hand, critical reflections on both the fictional and the real world. The reading practices affects the participants’ reflections on their lives and their place in society in a decisive way. The result can provide important insights for the teaching of literature.

scholarly journals Literally: social reading and meaning-making

2021 ◽  
Author(s):  
Eleanor Beale
Keyword(s):  
Identity Formation ◽  
Book Club ◽  
Meaning Making ◽  
Book Clubs ◽  
The Past ◽  
Personal Interaction ◽  
Reading For Pleasure ◽  
Digital Landscape ◽  
Personal Fulfillment ◽  
Social Reading

People read less for personal fulfillment than in the past. In fact, reading for pleasure is at a 30 year low (McWilliams, 2018. People wish they read more but are deterred by several different psychological blocks, including lack of time, motivation, and access, as well as digital distraction. The dominant, modern narrative around reading is one of a sterile knowledge transmission from book to individual. I argue that this understanding of reading as a solitary act is lacking in several ways. My research focuses on meaning-making in book clubs and the advantages afforded by social reading, as an alternative. I want to situate the book club tradition within a digital landscape and showing how virtual clubs and in-person discussion are not mutually exclusive. To fill gaps in the conversation about social reading, modern book clubs, personal interaction, and meaning-making, I am looking at possible digital spaces for reading and thus identity formation.

scholarly journals Attitude Towards Studying in Different Periods of Russian School Education Development

2021 ◽  
Vol 17 (1) ◽  
pp. 84-92
Author(s):  
A.D. Andreeva
Keyword(s):  
Middle School ◽  
Meaning Making ◽  
Personality Development ◽  
Historical Analysis ◽  
Social Situation ◽  
Historical Study ◽  
Scientific School ◽  
Education Development ◽  
Age Related ◽  
Starting Point

The basis for the study was the hypothesis that the attitude towards studying in adolescents finishing middle school varies depending on the specific social and economic requirements of society. Attitude towards studying is considered in the unity of its motivational and emotional components. The paper presents results of a comparative historical analysis of the attitude towards studying in modern middle school graduates and their peers of the postwar years and the era of ‘developed socialism’. The starting point for the comparison was the data of the studies conducted by L.I. Bozhovich’s scientific school in the second half of the last century. The methodological tools and parameters of the sample of subjects were determined in accordance with the requirements of a comparative historical study. Comparison with research data from the Soviet era was carried out both by quantitative parameters and by qualitative descriptions of age-related patterns of adolescent personality development. It is shown that the social situation of development significantly affects the content and structure of middle school graduate’s learning motivation. The motives for getting a profession were the most important in postwar years, whereas in the years of stagnation the value of learning and cognitive motives increased; moreover, the ranking positions of the former and the latter differed by several points. As for modern graduates, these motives have come closer and occupy leading positions in the hierarchy: learning and cognitive motives act as motives-stimuli, and the succeeding motives for getting a profession fulfill a meaning-making function. The modern middle school graduates’ attitude towards studying is emotionally more intense and contradictory than in the postwar years and the era of stagnation. We consider this indicates the tension of self-determination situation in the context of the variability of the modern educational environment.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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