Using Culturally and Linguistic Responsive and Translanguaging Pedagogy to Teach Science

Global Journal of Human-Social Science ◽

10.34257/gjhssgvol21is11pg1 ◽

2021 ◽

pp. 1-9

Author(s):

Yu Ren Dong

Keyword(s):

High School ◽

New York ◽

New York City ◽

High School Students ◽

Public Schools ◽

Bilingual Education ◽

Subject Matter ◽

York City ◽

School Students ◽

Language Program

More and more students in today’s secondary subject matter classrooms in America are bilingual ELLs (English language learners), a fast-growing student population in the U.S. public schools (National Center for Education Statistics, 2019). In New York City, about 50% of the total public-school students speak a language other than English at home and one out of every six secondary school students are an ELL (New York City Department of Education, 2019). Those ELLs are served by the three language programs: TBE (Transitional Bilingual Education program, mostly for middle and high school students), DL (Dual Language Program, mostly for elementary and middle school students), ENL (English as a new language program, formerly ESL, for almost all ELLs). In this article, I focus on bilingual subject matter instruction for high school students in the TBE program. Every day, the secondary ELLs in the TBE program attend subject matter classes taught by bilingual subject matter teachers using the bilingual education pedagogy.

Download Full-text

Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students

Journal of Interpersonal Violence ◽

10.1177/0886260515585532 ◽

2016 ◽

Vol 32 (1) ◽

pp. 49-75 ◽

Cited By ~ 12

Author(s):

Zachary J. Peters ◽

Mark L. Hatzenbuehler ◽

Leslie L. Davidson

Keyword(s):

High School ◽

New York ◽

New York City ◽

High School Students ◽

York City ◽

Service Providers ◽

Relationship Violence ◽

School Students ◽

Physical Relationship ◽

Being Bullied

Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students’ odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.

Download Full-text