Supporting Advanced Multilingual Speakers as Individuals

2022 ◽  
pp. 1638-1656
Author(s):  
Etienne Skein ◽  
Yvonne Knospe ◽  
Kirk P. H. Sullivan
Keyword(s):  
Literacy Practices ◽  
Home School ◽  
Multilingual Classrooms ◽  
Linguistic System ◽  
The Creation ◽  
At Home

Translanguaging is a concept that is increasingly used in multilingualism studies with disparate definitions and uses in the literature. In this chapter, students who are advanced multilingual speakers at home, school, and elsewhere are in focus. The chapter examines historical and contemporary definitions of translanguaging and shows that not all definitions view the literacy practices of advanced multilingual speakers as translanguaging. However, those that see these speakers as having a unitary linguistic system allow the literacy practices of advanced multilingual speakers to be viewed as translanguaging. Working from this perspective, the chapter argues for translanguaging writing spaces to be created in schools as a way to foster learning. The chapter also presents ways in which teachers can support the creation of these spaces in multilingual classrooms and considers how translanguaging writing spaces can be maintained when advanced multilingual speakers move to writing for monolingual readers. The challenge of this move is also discussed.

Supporting Advanced Multilingual Speakers as Individuals

2020 ◽  
pp. 577-595
Author(s):  
Etienne Skein ◽  
Yvonne Knospe ◽  
Kirk P. H. Sullivan
Keyword(s):  
Literacy Practices ◽  
Home School ◽  
Multilingual Classrooms ◽  
Linguistic System ◽  
The Creation ◽  
At Home

Translanguaging is a concept that is increasingly used in multilingualism studies with disparate definitions and uses in the literature. In this chapter, students who are advanced multilingual speakers at home, school, and elsewhere are in focus. The chapter examines historical and contemporary definitions of translanguaging and shows that not all definitions view the literacy practices of advanced multilingual speakers as translanguaging. However, those that see these speakers as having a unitary linguistic system allow the literacy practices of advanced multilingual speakers to be viewed as translanguaging. Working from this perspective, the chapter argues for translanguaging writing spaces to be created in schools as a way to foster learning. The chapter also presents ways in which teachers can support the creation of these spaces in multilingual classrooms and considers how translanguaging writing spaces can be maintained when advanced multilingual speakers move to writing for monolingual readers. The challenge of this move is also discussed.

scholarly journals Psychosocial health of school-aged children during the initial COVID-19 safer-at-home school mandates in Florida: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sarah L. McKune ◽  
Daniel Acosta ◽  
Nick Diaz ◽  
Kaitlin Brittain ◽  
Diana Joyce- Beaulieu ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Psychosocial Health ◽  
Cross Sectional Study ◽  
Home School ◽  
Sectional Study ◽  
Cross Sectional ◽  
School Aged Children ◽  
K 12 ◽  
At Home

Abstract Background Given the emerging literature regarding the impacts of lockdown measures on mental health, this study aims to describe the psychosocial health of school-aged children and adolescents during the COVID-19 Safer-at-Home School mandates. Methods A cross-sectional study was conducted in April 2020 (n = 280) among K-12 students at a research school in North Central Florida. Bivariate analysis and logistic and multinomial logistic regression models were used to examine socio-demographic and knowledge, attitude, and practice (KAP) predictors of indicators of anxiety-related, depressive, and obsessive-compulsive disorder(OCD)-related symptoms. Outcomes (anxiety, OCD, and depressive related symptoms) were measured by indices generated based on reported symptoms associated with each psychosocial outcome. Results Loss of household income was associated with increased risk for all three index-based outcomes: depressive symptoms [aOR = 3.130, 95% CI = (1.41–6.97)], anxiety-related symptoms [aOR = 2.531, 95%CI = (1.154–5.551)], and OCD-related symptoms [aOR = 2.90, 95%CI = (1.32–6.36)]. Being female was associated with being at higher risk for depressive symptoms [aOR = 1.72, 95% CI = (1.02–2.93)], anxiety-related symptoms [aOR = 1.75, 95% CI = (1.04–2.97)], and OCD-related symptoms [aOR = 1.764, 95%CI = (1.027–3.028)]. Parental practices protective against COVID-19 were associated with children being at higher risk of depressive symptoms [aOR = 1.55, 95% CI = (1.04–2.31)]. Lower school level was associated with children being at higher risk of anxiety-related and OCD-related symptoms. Conclusions As the COVID-19 pandemic continues, schools should prioritize mental health interventions that target younger, female students, and children of families with income loss. Limiting the spread of COVID-19 through school closure may exacerbate negative psychosocial health outcomes in children, thus school administrators should move quickly to target those at greatest risk.

Pandemic meaning making: messing toward motet

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mary Beth Schaefer ◽  
Sandra Schamroth Abrams ◽  
Molly Kurpis ◽  
Charlotte Abrams ◽  
Madeline Abrams
Keyword(s):  
Participatory Research ◽  
Research Method ◽  
Design Methodology ◽  
Research Team ◽  
Research Study ◽  
Literacy Practices ◽  
Meaning Making ◽  
Musical Form ◽  
Content Type ◽  
At Home

Purpose In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory. Design/methodology/approach This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions. Findings The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles. Originality/value In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.

scholarly journals Indoor Air Quality Problems at Home, School, and Work

2018 ◽  
Vol 198 (1) ◽  
pp. P1-P2
Author(s):  
Anne S. Mainardi ◽  
Carrie A. Redlich
Keyword(s):  
Air Quality ◽  
Indoor Air Quality ◽  
Indoor Air ◽  
Home School ◽  
At Home

scholarly journals If you do not know the child's temperament you do not know the child

2014 ◽  
Vol 31 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Carmelo Calluen ◽  
Thomas Oakland
Keyword(s):  
Home School ◽  
Children And Youth ◽  
Behavioral Characteristics ◽  
Theoretical Orientations ◽  
Imaginative Thinking ◽  
Cross National ◽  
At Home

Current scholarship generally characterizes temperament as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. An understanding of children's temperament preferences aids our understanding of the origins of behaviors as well as normal attitudes children display at home, school, and elsewhere. The purpose of this paper is to provide an introduction to children's temperament along with a desire that this information serve to stimulate further research and applications in Brazil. The concept of temperament has evolved from a classic (Hippocrates and Galen) to a modern (Jung and Myers and Briggs) perspective. Two theoretical orientations (Thomas and Chess as well as Oakland and colleagues) provide somewhat popular methods to explain temperament constructs displayed by children and youth. This paper focuses on Oakland and colleagues' approach to temperament in children ages 8-17 in terms of the eight basic styles that are grouped into four bipolar traits: extroverted or introverted, practical or imaginative, thinking or feeling, and organized or flexible styles. Descriptions of the temperament styles and their corresponding behavioral characteristics in children are included. Findings from cross-national research on children's temperaments also are discussed.

The Society of Arts and Joseph Banks: a first step in London learned society

2007 ◽  
Vol 61 (3) ◽  
pp. 313-325 ◽  
Author(s):  
N.A Chambers
Keyword(s):  
Early Development ◽  
Royal Society ◽  
The Creation ◽  
At Home

Joseph Banks (1743–1820) was President of the Royal Society from 1778 to 1820, the longest anyone has served in that capacity, and during his prolonged tenure Banks was elected to numerous other societies at home and abroad. In the present paper Banks's membership of the Society of Arts and Manufactures is discussed, this being the first society to which he was ever elected in 1761. Of particular interest are the previously unexplained reasons for his withdrawal from the society in 1764, and his eventual re-election in 1791, this being the only example of Banks leaving and then rejoining a society. These events are investigated here. The creation, purpose and early development of the Society of Arts are also considered, as is its membership at a time when subscriptions were falling in the 1760s. Links with the Royal Society are described before, during and after this period of decline, and Joseph Banks's own contribution to the work of the Society of Arts is outlined.

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