13. Scaffolding the Learning of Emergent Bilingual Students in the Mainstream Classroom: Class Talk, Mathematics, Science and Social Studies

2015 ◽  
pp. 273-294
Keyword(s):  
Social Studies ◽  
Bilingual Students ◽  
Emergent Bilingual ◽  
Mainstream Classroom ◽  
Emergent Bilingual Students

Sharing Power in Read‐Alouds with Emergent Bilingual Students

2021 ◽  
Author(s):  
Tanya Christ ◽  
Hyonsuk Cho
Keyword(s):  
Bilingual Students ◽  
Read Alouds ◽  
Emergent Bilingual ◽  
Emergent Bilingual Students

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

2021 ◽  
pp. 0013161X2110525
Author(s):  
Mark R. Emerick
Keyword(s):  
Academic Success ◽  
Career And Technical Education ◽  
Equal Opportunity ◽  
Technical Education ◽  
State Level ◽  
Bilingual Students ◽  
Career And Technical ◽  
Emergent Bilingual ◽  
Diversity And Inclusion ◽  
Emergent Bilingual Students

Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.

Critical Bilingual Leadership for Emergent Bilingual Students

2015 ◽  
pp. 446-470 ◽  
Author(s):  
Joseph Wiemelt
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Literacy Development ◽  
Transformative Leadership ◽  
Leadership Theory ◽  
Bilingual Students ◽  
Language And Literacy ◽  
Emergent Bilingual ◽  
Language And Literacy Development ◽  
Emergent Bilingual Students

The overarching goal of this chapter is to examine and understand the role that school leadership plays in fostering the educational space where language and literacy development are central to the vision of a school community for emergent bilingual students. With this in mind, traditional school leadership theory and practice are insufficient to truly foster the culturally and linguistically responsive schools that are needed for emergent bilingual students. Therefore, this chapter presents critical bilingual leadership theory as an innovative conceptual framework aimed at answering this challenge. Drawing from transformative leadership and Latin@ critical race theory, this framework situates the role of equity-oriented leadership in the context of fostering language and literacy development for emergent bilingual students.

Critical Bilingual Leadership for Emergent Bilingual Students

2016 ◽  
pp. 1606-1631
Author(s):  
Joseph Wiemelt
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Literacy Development ◽  
Transformative Leadership ◽  
Leadership Theory ◽  
Bilingual Students ◽  
Language And Literacy ◽  
Emergent Bilingual ◽  
Language And Literacy Development ◽  
Emergent Bilingual Students

The overarching goal of this chapter is to examine and understand the role that school leadership plays in fostering the educational space where language and literacy development are central to the vision of a school community for emergent bilingual students. With this in mind, traditional school leadership theory and practice are insufficient to truly foster the culturally and linguistically responsive schools that are needed for emergent bilingual students. Therefore, this chapter presents critical bilingual leadership theory as an innovative conceptual framework aimed at answering this challenge. Drawing from transformative leadership and Latin@ critical race theory, this framework situates the role of equity-oriented leadership in the context of fostering language and literacy development for emergent bilingual students.

Role of Immigrant Parents' Attitudes and Practices in Emergent Bilingual Students' Language Use and Translanguaging Performance

2022 ◽  
pp. 1-25
Author(s):  
Chaehyun Lee
Keyword(s):  
Language Use ◽  
Research Question ◽  
Immigrant Parents ◽  
Bilingual Students ◽  
Attitudes And Practices ◽  
Emergent Bilingual ◽  
Close Relationship ◽  
Classroom Language ◽  
Emergent Bilingual Students

Given the issue of heritage language (HL) development or attrition among children of immigrants in the U.S., this study examines Korean emergent bilingual students' HL use and translanguaging practices in an HL classroom. To extend our understanding of immigrant families' vital roles in their children's establishment of bilingualism, the study further explores the role of immigrant Korean families' language practices and attitudes towards their children's bilingualism. The chapter addresses the following research question: What was the relationship between the parents' attitudes toward bilingualism and their children's language use and translanguaging performance in an HL classroom? The findings show the emergent bilingual students' classroom language use, including their translanguaging performance and the immigrant parents' views and practices towards their children's development of bilingualism. The findings indicate that there is a close relationship between parents' attitudes and practices at home and the children's language use and development both in Korean and English.

Convergences and alignments between translanguaging and critical literacies work in bilingual classrooms

2019 ◽  
Vol 5 (1) ◽  
pp. 67-85 ◽  
Author(s):  
Sunny Man Chu Lau
Keyword(s):  
Critical Literacy ◽  
Bilingual Students ◽  
Literacy Events ◽  
Emergent Bilingual ◽  
Transformative Potential ◽  
Dynamic View ◽  
Critical Literacies ◽  
Central Tenet ◽  
Bilingual Learning ◽  
Emergent Bilingual Students

Abstract Translanguaging pedagogy, stemming from a dynamic view of bilingualism, aims to creatively mobilize students’ plural communicative repertoires for meaningful learning and destabilize hegemonic discourses about minoritized students and languages. It espouses in itself a criticality that raises awareness of the inequitable and arbitrary nature of language hierarchy, separation and marginalization for social justice purposes, a central tenet shared with critical literacy (CL) education. This paper explores the convergences and alignments between translanguaging pedagogy and CL and the affordances for critical bilingual learning when employed together. To examine the synergies between translanguaging and CL, I use Janks’ (2010) synthesis CL model to tease out their interconnections as well as their transformative potential when used jointly in bilingual classrooms. Elaborating on key literacy events from a CL project with emergent bilingual students, this paper illustrates how translanguaging opens up spaces for rigorous language and CL engagement.

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