Supporting Advanced Multilingual Speakers as Individuals

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.

Bilingual/Bicultural Paraprofessionals as Brokers of English Learners' Family-Teacher Relationships

For over four decades, bilingual/bicultural paraprofessionals have been vital partakers in the education of English learners (ELs). Scholars have underscored school districts' reliance on them for instructional/learning support and their potential as builders of home-school bridges. Moreover, family-teacher relationships are essential to ELs' positive academic and well-being outcomes. Nevertheless, the paraprofessional's role in bridging relationships between teachers and families of ELs is less understood. This chapter presents a research synthesis of the extant peer-reviewed research literature published in the last 30 years on the role of bilingual/bicultural paraprofessionals in promoting more equitable relationships between the families and teachers of ELs. Three main themes emerged, including (a) building trust, (b) connecting families and teachers via linguistic and cultural brokering, and (c) activating biographical community cultural wealth. The findings also highlight the need for positioning relational brokering as equally crucial as linguistic and cultural brokering. Implications for practice and research are addressed.

The Development of Home-School Partnership Courses: A Practice Based on Xingzhi Tao’s Life Education Theory

Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of “life is education”, “society is school” and “integrating teaching, learning and practice” in Xingzhi Tao’s life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the home-school partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

The Development of Home-School Partnership Courses: A Practice Based on Xingzhi Tao’s Life Education Theory

Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of “life is education”, “society is school” and “integrating teaching, learning and practice” in Xingzhi Tao’s life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the home-school partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

Early Mathematics Learners’ Numerical Errors: Consequence of Poor Learners’ Comprehension and Teachers’ Instructions

While the coronavirus disease 2019 (COVID-19) is still considered as a pandemic in recent human history, evidence from World Health Organization (2021) so far has recorded a total of 116,521,281 confirmed cases of COVID-19 with 2,589,548 as a total of deaths from over 215 countries or territories worldwide. Recognizing that COVID-19 is not only pandemic since March 11, 2020, but spreading worldwide at unprecedented rate, number of sectors including schools and universities as a measure to minimize person-to-person transmission closed their services. Such an uncertain closure warranted restructuring of services provided by schools and universities. The challenges therefore have necessitated the current research to investigate and alleviate challenges brought about by the COVID-19. In essence, the present research’s aim was to report on early mathematics learners (foundation phase) numerical errors, which is as a consequence of poor learners’ comprehension and teachers’ instructions. Based on the aim, the study was positioned within a cognitive theory in order to examine processing of numerical competence among early mathematics learners. A case study via 80 grade 3 learners with ages 8 and 9 was sampled. A textual analysis was used in unpacking and de-contextualizing processing of numerical competence by early mathematics learners. The evidence revealed learners’ mathematical mistakes were caused from limited reading skills and ill-presented problems via teachers. Due to the need to teach children at home (home school) due to the COVID-19, it is hoped that the findings thus assist audience, including non-academic and parents, who grapple with poor instructions coupled with poor learners’ comprehension.

The Politics of Social Discourses about Youth in New Zealand 1950-1965 and 1990-2005

<p>This thesis explores the politics of changing discourses around the youth question in New Zealand’s postwar (1950-1965) and near-contemporary history (1990-2005). Building on a modified Foucaultian framework, it examines for both periods anxieties over young people’s relationships with home, school and the wider society. It also contrasts the two periods to illustrate the ideological shift from the welfare state to neoliberalism, as it was played out through youth-related discourses. This thesis goes beyond the moral panic approach, especially regarding the postwar period. It will demonstrate that rethinking what is conventionally condensed and marginalised as ‘context’ is key to understanding the politics of youth discourses. Postwar debates about young people, because youth were conceived as being in social crisis, served to expose ideological differences that the welfare state had ostensibly overcome. That in turn destabilized the apparent moral consensus and opened up opportunities for resistance and subversion. By contrast, the liberal and emancipatory discourse of society in the 1990s and early 2000s served to insulate neoliberal politics from volatile public concerns. This in turn paradoxically provides a stronger and more efficient foundation for social control over youth.</p>

Supporting successful learning outcomes for secondary Pacific students through home-school relationships

<p>A need to improve learning outcomes for Pacific students has been highlighted by the Ministry of Education in Aotearoa/New Zealand, with the reflection that the education system has not adequately catered for these learners. The development of home-school relationships is recognised by the Ministry as one way of promoting the achievement of Pacific students; closer links with Pacific families are encouraged so that students’ needs may be better met. The aim of this research was to explore how secondary schools could develop relationships with Pacific families and communities in order to support students’ successful learning outcomes. A qualitative case study, using a grounded theory approach, was employed. An Appreciative Inquiry framework helped guide the research design to facilitate the exploration of how home-school relationships worked well within the context of a New Zealand town, and how they can be enhanced to benefit secondary Pacific learners. A Communities of Practice lens supported analysis; and an appreciation of Pacific relationality was supported by the theoretical frameworks, Teu le va and Talanoa Research Methodology (TRM). Key findings demonstrate the willingness and expertise from members of the Pacific community to support schools’ endeavours to cater for Pacific learners, helping address any barriers to family engagement. Despite the strong commitment from teachers and school leaders to work more closely and creatively with Pacific families, this study concludes that knowledge and ideas do not always flow freely between home and school. An inherent risk is that schools hold onto decision-making processes although there is a capacity within the Pacific community to offer effective solutions. To alleviate this risk, school structures need to open up to permit a freer exchange of information, prioritising relationships that accord with Pacific values. The bricolage of frameworks employed in this study have the potential to be applied to school settings for the review and development of home-school practices for Pacific families.</p>