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.

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.

Emergent bilingual students in secondary school: Along the academic language and literacy continuum

2013 ◽  
Vol 46 (4) ◽  
pp. 438-476 ◽  
Author(s):  
Kate Menken
Keyword(s):  
English Language Learners ◽  
Secondary School ◽  
Secondary Students ◽  
English Language ◽  
Academic Language ◽  
Poor Performance ◽  
Bilingual Students ◽  
Language And Literacy ◽  
Emergent Bilingual ◽  
Emergent Bilingual Students

This article offers a critical review of research about emergent bilingual students in secondary school, where the academic demands placed upon them are great, and where instruction typically remains steadfast in its monolingualism. I focus on recent scholarship about the diversity within this student population, and center on ‘students with interrupted formal education’ (SIFE, new arrivals who have no home language literacy skills or are at the beginning stages of literacy learning) and ‘long-term English language learners’ (LTELLs, primarily educated in their receiving country yet still eligible for language support services). Little has been published about these students, making this a significant area of inquiry. Moreover, both groups are characterized by poor performance and together illustrate the characteristics of secondary students at various points along an academic language and literacy continuum. While existing research provides important information to help us improve secondary schooling for emergent bilinguals, it has also perpetuated deficit views of these students by focusing solely on their perceived academic shortcomings. Grounded in a new body of research in applied linguistics that examines the students’ complex, creative, and dynamic language and literacy practices, I apply a translanguaging lens to critique the positioning of such students as deficient, with implications for research and practice.

Understanding and Teaching Emergent Bilingual Students

2017 ◽  
pp. 605-615
Author(s):  
Sanjuana Carrillo Rodriguez
Keyword(s):  
Literacy Development ◽  
Writing Workshop ◽  
Home Language ◽  
Cultural Resources ◽  
Bilingual Students ◽  
Emergent Bilingual ◽  
Emergent Bilingual Students

The aim of this chapter is to provide pre-service and in-service teaching with an understanding of who emergent bilingual students are and how they can adapt their practice in order to use students' home language as a resource rather than as a deficit. The chapter will share findings from a study conducted with emergent bilingual students in a kindergarten writing workshop. It will also focus on how teachers should adopt an additive approach to language that expands children's linguistic, social, and cultural resources while supporting learning a new language as well and literacy development.

Writing With Emergent Bilingual Students

2022 ◽  
pp. 675-687
Author(s):  
Sanjuana Carrillo Rodriguez
Keyword(s):  
Literacy Development ◽  
Writing Workshop ◽  
Home Language ◽  
Cultural Resources ◽  
Bilingual Students ◽  
Emergent Bilingual ◽  
Emergent Bilingual Students

The aim of this chapter is to provide teachers with an understanding of who emergent bilingual students are and how they can adapt their practices in order to use students' home language as a resource rather than as a deficit. The chapter will share findings from a study conducted with emergent bilingual students in a kindergarten writing workshop. It will also focus on how teachers can adopt an additive approach to language that expands children's linguistic, social, and cultural resources while supporting learning a new language as well and literacy development.

Writing With Emergent Bilingual Students

2019 ◽  
pp. 205-217
Author(s):  
Sanjuana Carrillo Rodriguez
Keyword(s):  
Literacy Development ◽  
Writing Workshop ◽  
Home Language ◽  
Cultural Resources ◽  
Bilingual Students ◽  
Emergent Bilingual ◽  
Emergent Bilingual Students

The aim of this chapter is to provide teachers with an understanding of who emergent bilingual students are and how they can adapt their practices in order to use students' home language as a resource rather than as a deficit. The chapter will share findings from a study conducted with emergent bilingual students in a kindergarten writing workshop. It will also focus on how teachers can adopt an additive approach to language that expands children's linguistic, social, and cultural resources while supporting learning a new language as well and literacy development.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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