Role of Immigrant Parents' Attitudes and Practices in Emergent Bilingual Students' Language Use and Translanguaging Performance

Given the issue of heritage language (HL) development or attrition among children of immigrants in the U.S., this study examines Korean emergent bilingual students' HL use and translanguaging practices in an HL classroom. To extend our understanding of immigrant families' vital roles in their children's establishment of bilingualism, the study further explores the role of immigrant Korean families' language practices and attitudes towards their children's bilingualism. The chapter addresses the following research question: What was the relationship between the parents' attitudes toward bilingualism and their children's language use and translanguaging performance in an HL classroom? The findings show the emergent bilingual students' classroom language use, including their translanguaging performance and the immigrant parents' views and practices towards their children's development of bilingualism. The findings indicate that there is a close relationship between parents' attitudes and practices at home and the children's language use and development both in Korean and English.

Writing With 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.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

Preparing Culturally and Linguistically Responsive Teachers: Developing an Equity-Oriented Teacher Education Curriculum

As classrooms worldwide are becoming increasingly diverse, teacher education programs need to develop an equity-oriented curriculum, integrating domains of knowledge that prepare all classroom teachers to support the academic content and language learning of immigrant students. The first step of such an effort is to systematically examine the existing curriculum for its strengths and gaps. Using the conceptualizations of culturally and linguistically responsive teachers as an analytical tool, the study critically examined 31 out of 110 course readings required by five teaching methods courses of a US nationally ranked elementary teacher education program. The findings reveal an overall restricted focus on issues of supporting bilingual students and a discrepancy among topics addressed in different subject areas. The study calls for problematizing the “just good teaching” mindset, dismantling the deficit and monolithic portrayal of bilingual communities, acknowledging the complexity of teaching bilingual learners, and striving for conceptual coherence in curriculum reconstruction.

The Manners Of Cognitive Processin Translating English Phrasal Verbs Into Indonesian

This study dealt with the cognitive process of students in translating English Phrasal Verbs into Indonesian by using the think-aloud protocol (TAP) technique and introspective interview. The objectives of the study was1) to elaboratethe manner of cognitive processes occurring in translating English Phrasal Verbs into Indonesian . This research was conducted by descriptive qualitative design. The source of data was the bilingual students, they were sixth semester students of English Education Program at State University of Medan. The source of data were taken by using Snowballing Technique. The data consisted of the transcription of audio recorded observation of think-aloud protocols (TAP), and the transcription of interview. The findings showed that there are six behaviors available during the process of translation done by the students, namely 1) reading the text, 2) alternating between the SL and the TL 3) monitoring the proposed translation, 4) consulting the dictionary 5) paraphrasing, and 6) translation. The cognitive processes occur when the subjects 1) read the text, either they read the whole SL or segment by segment, 2) kept repeating the term (the lexical) which indicates hesitation, questioning, and remembering the real meaning 3) were not able to make decision for an equivalent, 4) did not understand the meaning of verbs and consult the dictionary, 6) tried to clarify a concept and reformulate a proposed translation by paraphrase, and 7) wrote down a translation and express it orally.

Transformative Translanguaging Espacios

This book shows the transformative power of placing translanguaging at the center of teaching and learning. It shows how the centering of racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, transforms the monolingual-white supremacy ideology of many educational spaces.

Virtually Uncharted Waters: How a Global Pandemic Has Taken Pre-Service Teachers out of Physical Classrooms and Perpetuated Pre-Identified Gaps in Preparedness for Working With Emergent Bilingual Students

COVID-19 has changed the way of life for nearly every individual in the US. One of the greatest causes of familial and systematic turmoil has been the transition of K-12 schools to the uncharted waters of remote learning. When COVID-19 forced the termination of practicum placements for pre-service teachers, it also limited the opportunity for pre-service teachers to have in-person exposure to Emergent Bilingual Students (EBS), an essential piece of creating Knowledge, Skills, and Dispositions (KSDs) needed for their future classrooms. In this essay, I look back at research addressing the KSD gaps created through the lack of exposure pre-service teachers have when it comes to working with EBS. Building on previous research related to the KSDs gained from practicum placements with EBS, pre-service teacher gaps are identified, pandemic perpetuation of gaps are put forth, and potential solutions are named.

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.