Bridging Activities

This study applied pedagogically-focused project design by using Instagram as a platform to investigate how the use of social media such as Instagram in a multimodal digital storytelling model could bridge the skills English language learners (ELLs) learn in the classroom to out-of-school literacy practices. The study applied the five learning objectives of the bridging-activities framework to investigate to what extent ELLs achieve these objectives. There were forty-two participants (female: n= 22; male: n= 17), international arts and media students. The study collected their main Instagram posts, questionnaires were given with a five-point Likert scale and open-ended questions, and individual follow-up interviews for content analysis. A cross-tabulation was conducted to investigate the relationships between ELLs' Instagram use and how they perceive Instagram as a meaningful way of communication for professional purposes. The findings revealed pedagogical practices of using Instagram as a tool for professional purposes and how ELLs achieved the bridging-activities learning outcomes.

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Self-identified Linguistic Microaggressions among Monolingual Pre-service Teachers: Why They Matter for English Language Learners

Multicultural Learning and Teaching ◽

10.1515/mlt-2016-0017 ◽

2017 ◽

Vol 12 (2) ◽

Cited By ~ 1

Author(s):

Jenna Shim

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Racial Microaggressions ◽

Analytical Tool ◽

Pedagogical Practices ◽

Subordinate Group ◽

Group Members ◽

The Common ◽

Everyday Context

AbstractUsing the concept of racial microaggressions as an analytical tool, this study reports on white monolingual pre-service teachers’ self-identified linguistic microaggressions by exploring their attitudinal and affective responses to those who speak languages other than English. The assumption is that teachers’ pedagogical practices and their relationship with students are not contained within classrooms but are rather intertwined with their lives outside the classroom and their thinking in everyday context. The themes identified by analyzing the self-identified linguistic microaggressions of the participating pre-service teachers are (1) Self-consciousness/discomfort, worry, fear, anxiety, and frustration; (2) Judgments: (un)intelligence, (dis)likability, and (un)trustworthiness; (3) (In)appropriateness and English dominance; and (4) Stereotypes. This study also reports the findings pertaining to the participants’ reflections on the factors that contribute to difficulties they face when attempting to engage in self-identifying linguistic microaggressions. The common challenges among these monolingual pre-service teachers are: (1) Identification and commitment are not enough; (2) Am I a bad person? and (3) Unconscious dispositions. The significance of this study stems from its exploration of the white pre-service teachers’ self-identification of microaggressions as opposed to those identified by the victims of microaggressions. By using the concept of microaggressions as the main analytical tool, the study reveals that the dominant members who are microaggressive toward language subordinate group members must understand, recognize, and acknowledge their microaggressions if they are to more productively support English language learners (ELLs) succeed socially and academically. The study offers implications for educators working with ELLs as well as for the field of teacher education.

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Preparing English Language Learners for the Mainstream: Academic Language and Literacy Practices in Two Junior High School ESL Classrooms

Reading & Writing Quarterly ◽

10.1080/10573569.2011.596105 ◽

2011 ◽

Vol 27 (4) ◽

pp. 324-362 ◽

Cited By ~ 9

Author(s):

Megan Madigan Peercy

Keyword(s):

High School ◽

English Language Learners ◽

Language Learners ◽

Junior High School ◽

English Language ◽

Literacy Practices ◽

Academic Language ◽

Junior High ◽

Language And Literacy

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Toward a Participatory View of Early Literacies in Second Language Contexts

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch018 ◽

2019 ◽

pp. 378-402

Author(s):

Claudia Cañas ◽

Ángela Patricia Ocampo ◽

Ana Karina Rodríguez ◽

Mónica López-Ladino ◽

Raúl Alberto Mora

Keyword(s):

Early Childhood ◽

English Language Learners ◽

Language Learners ◽

Critical Literacy ◽

English Language ◽

Teacher Educators ◽

Literacy Practices ◽

Early Childhood Teachers ◽

Language Context ◽

Pedagogical Framework

This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.

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From Preservice to Inservice

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch082 ◽

2018 ◽

pp. 1765-1787

Author(s):

Congcong Wang

Keyword(s):

Preservice Teachers ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Teaching Practice ◽

Inservice Teachers ◽

Teaching English ◽

Language Teacher ◽

Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

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From Preservice to Inservice

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2015040101 ◽

2015 ◽

Vol 5 (2) ◽

pp. 1-21 ◽

Cited By ~ 6

Author(s):

Congcong Wang

Keyword(s):

Preservice Teachers ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Teaching Practice ◽

Inservice Teachers ◽

Language Teacher ◽

Teachers Perceptions ◽

Follow Up Study

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Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy

Literacy Research Theory Method and Practice ◽

10.1177/2381336920937276 ◽

2020 ◽

Vol 69 (1) ◽

pp. 154-173

Author(s):

Emily K. Suh

Keyword(s):

English Language Learners ◽

Language Learners ◽

Adult Literacy ◽

English Language ◽

Literacy Practices ◽

Language Class ◽

Speakers Of Other Languages ◽

Literacy Class ◽

Classroom Literacy

English language learners’ nonparticipation and reticence in adult literacy classes are often presented problematically from a deficit lens of student resistance and disengagement. This article draws from an ethnographic case study of Generation 1 learners, who are defined as adult-arrival immigrant learners, transitioning from an adult English as a Second Language class to a developmental literacy class. By examining learners’ resistance through a framework of agency enactment, the study bridges the fields of adult literacy and Teaching English to Speakers of Other Languages, both of which support adult-arrival immigrants entering the U.S. education system. The resulting analysis illustrates how Generation 1 learners’ acts of resistance can be complex presentations of their literacy identities and their engagement in classroom literacy practices.

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Hybrid Identity Design Online

Technoliteracy, Discourse, and Social Practice ◽

10.4018/978-1-60566-842-0.ch003 ◽

2010 ◽

pp. 36-54

Author(s):

Candance Doerr-Stevens

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Literacy Practices ◽

Literacy Learning ◽

Native English Speakers ◽

English Speakers ◽

Hybrid Identity ◽

Hybrid Identities ◽

Writing Practices

The pedagogy of multiliteracies aims to push our understanding of literacy beyond that of traditional reading and writing practices to include multiple practices of designing meaning that are often multimodal in nature. This chapter explores one of these multiliterate practices, that of hybrid identity design online. This process examines how native English speakers intermix local and global resources in strategic ways in a process the author has termed glocal appropriation. The chapter reviews the growing body of research on English Language Learners who utilize local and global resources to construct hybrid identities, which in turn allow for participation in English language literacy practices. To shift the focus to native English speakers, she presents a case study of one native English speaker’s use of local and global resources to design an online identity. She argues that through the hybrid identity practice of glocal appropriation, he is able to design new imaginaries of self, which promotes continued participation and, in turn, allows for literacy learning and spaces of civic pluralism.

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Elementary English Language Learners

Advances in Early Childhood and K-12 Education - Optimizing Elementary Education for English Language Learners ◽

10.4018/978-1-5225-3123-4.ch005 ◽

2018 ◽

pp. 76-90

Author(s):

Khanh Nguyen Bui ◽

Isabel L. Balsamo

Keyword(s):

English Language Learners ◽

Language Learners ◽

School System ◽

English Language ◽

The United States ◽

Pedagogical Practices ◽

Multilingual Students ◽

The U.S ◽

Common Misconceptions ◽

Elementary English

During the last decade, the United States has witnessed an influx of multicultural and multilingual students, especially the dramatically increasing number of students at elementary level, which accounts for 85% of native born (). However, most of teachers still lack professional developments in teaching those increasing population. Therefore, the purpose of this chapter is to synthesize different studies to address the most common misconceptions on how elementary English language learners learn English as a second language and teachers' pedagogical practices. This chapter ends with some recommendations, solutions, and future directions for researchers to advance teachers' pedagogical practices, so they can best serve this increasing population in the U.S. school system.

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