11 What We Experience is What We Value: Perceptions of Home Language Practices by Latinx Emergent Bilinguals Labeled as Disabled

2022 ◽  
pp. 252-273
Keyword(s):  
Home Language ◽  
Emergent Bilinguals ◽  
Language Practices ◽  
Value Perceptions

Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia

2020 ◽  
pp. 136216882093882
Author(s):  
Marianne Turner
Keyword(s):  
Teaching And Learning ◽  
Minority Language ◽  
Home Language ◽  
Language Practices ◽  
Language Resources ◽  
Bilingual Program ◽  
Bilingual Programs ◽  
English Curriculum ◽  
Language Classroom ◽  
Japanese English

Recently, the incorporation of students’ home languages into monolingual classrooms has been reinvigorated by a scholarly focus on extended linguistic repertoire. In bilingual programs, ideas of language separation have traditionally influenced teaching and learning as a way to protect the minority language, but there is a growing call to engage with the complexity of students’ language practices. In this article, it is suggested that the English-medium (dominant language) classroom can be an effective site for exploring how to leverage and affirm students’ home language practices in bilingual education, and also to support the minority language in the program. Data are drawn from a design-based study that investigated the transition of a Japanese–English primary bilingual program from 30% of instruction in Japanese to a 50:50 program. As part of the study, a Foundation teacher and a Year 5/6 teacher worked towards English curriculum objectives by incorporating languages their students spoke at home, including Japanese, into the English-medium classes. Findings revealed that some Foundation students did not immediately draw on home language practices, instead choosing to use Japanese, whereas the Year 5/6 students demonstrated ambivalence towards Japanese but not towards other language practices.

Creating Space for Dynamic Language Use

2020 ◽  
pp. 596-614
Author(s):  
Georgios Neokleous ◽  
Koeun Park ◽  
Anna Krulatz
Keyword(s):  
Teaching And Learning ◽  
Language Use ◽  
Learning Experience ◽  
Linguistically Diverse ◽  
Target Language ◽  
Home Language ◽  
Culturally And Linguistically Diverse ◽  
Emergent Bilinguals ◽  
Education Policies ◽  
Dynamic Language

With English as an Additional Language (EAL) classrooms increasingly becoming culturally and linguistically diverse, the use of the students' home language(s) (HLs) can equip emergent bilinguals/multilinguals with the essential accoutrements that optimize their learning experience. To meet the realities and demands of contemporary classrooms, current research encourages teachers to make use of the students' entire linguistic repertoires and create space for a fluid and dynamic oscillation between the HL(s) and the target language (TL), which has been labelled as translanguaging pedagogy. Despite the constraints imposed by today's education policies, translanguaging is believed to have the potential to enhance the teaching of these students. Through the description of activities, this chapter discusses how taking up translanguaging theory can contribute towards fostering meaningful and affirming ways of teaching and learning EAL literacy.

scholarly journals Linguistic Profiling of Heritage Speakers of an Endangered Language: The Case of Vlach Aromanian–Greek Bilinguals

2020 ◽  
Vol 6 (1) ◽  
pp. 626-641
Author(s):  
Alexandra Prentza ◽  
Maria Kaltsa
Keyword(s):  
Heritage Language ◽  
Age Of Onset ◽  
Literacy Skills ◽  
Home Language ◽  
Language Practices ◽  
Heritage Speakers ◽  
Language Competence ◽  
Endangered Language ◽  
Bilingual Speakers ◽  
Substantial Decline

AbstractThis is the first attempt to profile the heritage speakers of an endangered spoken-only variety of Vlach Aromanian in Greece. Neither the variety nor its speakers has been investigated before; hence, the study also aims at evaluating the exact state of endangerment of the Sirrako variety, as this is revealed by the language practices and skills of its bilingual speakers. To this aim, a background questionnaire was developed and administered to 60 bilingual speakers of Vlach Aromanian and Greek including questions on the age of onset of exposure to both languages, early home language practices, current language practices (orality and literacy) and attitudes toward the heritage and majority language. Significant variation in language practices, literacy skills, oral input and current competence across three generations of speakers was identified with a substantial decline in heritage language competence in younger bilinguals, verifying our claim of the endangered state of Vlach Aromanian.

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.

Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  
Keyword(s):  
High Stress ◽  
Social Validity ◽  
Home Language ◽  
Single Subject ◽  
Considerable Difficulty ◽  
Home Program ◽  
Iterative Development ◽  
Vocabulary Skills ◽  
Validity Measures ◽  
At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

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