scholarly journals The importance of oral Spanish teaching to multilingual students: A case study of USIU.

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Natalia Perez Negro
Keyword(s):  
Multilingual Students

Multilingualism, Identities and Language Hegemony

2020 ◽  
pp. 374-390
Author(s):  
Jing Li ◽  
Danièle Moore
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Group ◽  
Ethnic Identities ◽  
Post Secondary ◽  
Multilingual Students ◽  
Social Positioning ◽  
Social Discourses ◽  
Mandarin Language

This paper presents the findings from a case study of how five post-secondary ethnic multilingual students (three Bai and two Zhuang) at a local university in Southwestern China experience multilingualism and ethnic identities (de)construction and invest themselves in an active negotiation for legitimate membership in mainstream educational Discourses (Gee, 1990, 2012). The authors seek to understand how the perceived hegemony of Mandarin has impacted their social positioning and delegitimized their multilingual assets and ethnic identities in mainstream educational Discourses, and how they managed to negotiate their identities as ethnic multilinguals in different social Discourses. The authors argue that through the legitimate dominance of Mandarin, these students are not merely being positioned as members of a negatively stereotyped ethnic group but also concurrently participating in reconstructing the Mandarin language hegemony in those very Discourses, which runs the risk of further expanding the existing educational inequalities between Han and ethnic minority students..

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2020 ◽  
pp. 233-261 ◽  
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2022 ◽  
pp. 1231-1252
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

scholarly journals “They Make Me Who I Am Today”: A Science Teacher’s Narrated Positioning, Agency, and Mediated Pedagogy with Multilingual Students

2020 ◽  
Vol 10 ◽  
pp. 85-104
Author(s):  
Min Wang ◽  
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Lived Experiences ◽  
Driving Force ◽  
Classroom Participation ◽  
Multilingual Students ◽  
Pedagogical Decisions ◽  
Self Worth

Informed by theorizing positioning and agency, this article presents a case study by examining a science teacher’s positioning acts and her agency development in a middle school in New York City. An analysis of this teacher’s teaching narratives reveals that when she positioned her emergent multilingual students as “whole people,” who had social, cultural, emotional, and linguistic needs, she utilized their lived experiences as inspirations and resources to modify and inform instruction. The mediated pedagogy, developed by considering her students’ complicated and frustrating realities outside of the classroom, made them feel greater self-worth and valued, and encouraged them to persevere in school. Findings suggest that this teachers’ positive positioning acts inspired by her multilingual students' lived experiences can trigger positive agency, which can become a direct driving force for pedagogical decisions and transformation. It also can contribute to emergent multilingual students' positive self-positioning and stimulate and develop their agency for active and engaged classroom participation and interaction.

scholarly journals Stakeholder beliefs in English-medium instruction for young learners in Sweden

2018 ◽  
Vol 12 (2) ◽  
pp. 37-54 ◽  
Author(s):  
Jeanette Toth
Keyword(s):  
Primary Schools ◽  
Native Speakers ◽  
Tertiary Education ◽  
Longitudinal Case Study ◽  
Structured Interviews ◽  
Multilingual Students ◽  
Upper Secondary ◽  
English Medium Instruction ◽  
Native Speakers Of English

While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English-Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being ‘forced’ to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were more proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students’ content learning as well as about limited development of subject-specific language in Swedish, which could have implications for their future Swedish-medium studies. Meanwhile, although multilingual students’ mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.

Multilingualism, Identities and Language Hegemony

2017 ◽  
Vol 2 (2) ◽  
pp. 42-56
Author(s):  
Jing Li ◽  
Danièle Moore
Keyword(s):  
Minority Students ◽  
Ethnic Group ◽  
Ethnic Identities ◽  
Educational Inequalities ◽  
Post Secondary ◽  
Multilingual Students ◽  
Social Positioning ◽  
Social Discourses ◽  
Mandarin Language

This paper presents the findings from a case study of how five post-secondary ethnic multilingual students (three Bai and two Zhuang) at a local university in Southwestern China experience multilingualism and ethnic identities (de)construction and invest themselves in an active negotiation for legitimate membership in mainstream educational Discourses (Gee, 1990, 2012). The authors seek to understand how the perceived hegemony of Mandarin has impacted their social positioning and delegitimized their multilingual assets and ethnic identities in mainstream educational Discourses, and how they managed to negotiate their identities as ethnic multilinguals in different social Discourses. The authors argue that through the legitimate dominance of Mandarin, these students are not merely being positioned as members of a negatively stereotyped ethnic group but also concurrently participating in reconstructing the Mandarin language hegemony in those very Discourses, which runs the risk of further expanding the existing educational inequalities between Han and ethnic minority students..

scholarly journals Transnational postgraduate students’ experience of voice and participation

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Kathrin Kaufhold
Keyword(s):  
Language Use ◽  
Postgraduate Students ◽  
Knowledge Resources ◽  
Instrumental Case Study ◽  
Multilingual Students ◽  
Writing Practices ◽  
Educational Backgrounds ◽  
Transnational Students ◽  
Personal Use

AbstractThe article examines transnational students’ experiences of participation in European higher education by applying the notion of voice that encompasses the capacity to communicate and to be heard (Hymes 1996. Ethnography, linguistics, narrative inequality: Toward an understanding of voice. London: Taylor & Francis). Relating voice to access and participation, the article moves forward debates around incorporating students’ multilingual knowledge resources in diverse writing practices in academia. It takes into account structural and ideological conditions as well as the creative potential of translanguaging in students’ knowledge production. The instrumental case study explores the lived experiences of three multilingual students with highly diverse linguistic and educational backgrounds, who are enrolled in humanities master’s programmes at a Swedish university. It investigates the students’ perceptions of how they can make use of their linguistic and educational repertoires. The data derive from interviews around texts and audio-recorded writing diaries. The results demonstrate how translanguaging is mainly connected to writing for personal use and limited or regulated in assignment writing. They reveal multiple and contrasting ideological views on language use and knowledge, and highlight possibilities and obstacles for appropriating and recontextualising knowledge across languages, educational contexts and disciplines. The article thus connects translanguaging to questions of participation and access more broadly.

The Genesis and Internal Dynamics of El Salvador's People's Revolutionary Army, 1970–1976

2014 ◽  
Vol 38 (01) ◽  
pp. 102-129
Author(s):  
ALBERTO MARTÍN ÁLVAREZ ◽  
EUDALD CORTINA ORERO
Keyword(s):  
Latin America ◽  
El Salvador ◽  
Early Years ◽  
Left Wing ◽  
Internal Dynamics ◽  
Internal Coherence ◽  
The 1960S

AbstractUsing interviews with former militants and previously unpublished documents, this article traces the genesis and internal dynamics of the Ejército Revolucionario del Pueblo (People's Revolutionary Army, ERP) in El Salvador during the early years of its existence (1970–6). This period was marked by the inability of the ERP to maintain internal coherence or any consensus on revolutionary strategy, which led to a series of splits and internal fights over control of the organisation. The evidence marshalled in this case study sheds new light on the origins of the armed Salvadorean Left and thus contributes to a wider understanding of the processes of formation and internal dynamics of armed left-wing groups that emerged from the 1960s onwards in Latin America.

Sign in / Sign up

Export Citation Format

Share Document