Pub Date : 2021-11-30DOI: 10.5422/jmer.2021.v11.5-8
M. Ebsworth
{"title":"Socio-cultural and Educational Aspects of Multilingual Multicultural Learners and Communities","authors":"M. Ebsworth","doi":"10.5422/jmer.2021.v11.5-8","DOIUrl":"https://doi.org/10.5422/jmer.2021.v11.5-8","url":null,"abstract":"","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130058354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5422/jmer.2021.v11.103-131
Xiaodi Zhou
This article examines the evolving instructional practice of one Chinese dual language instructor in the US as she employs a translanguaging-inspired approach in her math and science Mandarin medium classes. Contrary to the school language allocation policy requiring 90% Mandarin in her Chinese classes, she encourages the utilization of English as well as Mandarin in her instruction. This offers comprehensible input to learners, also making possible greater student participation. Findings from observations and interviews reveal how a focus on meaning-making in instruction resulted in the gradual evolution of bilingual language use and effective communication of content by students and the teacher.
{"title":"On the Road to Translanguaging in a Dual Language Classroom: Teaching Math and Science in Mandarin and English","authors":"Xiaodi Zhou","doi":"10.5422/jmer.2021.v11.103-131","DOIUrl":"https://doi.org/10.5422/jmer.2021.v11.103-131","url":null,"abstract":"This article examines the evolving instructional practice of one Chinese dual language instructor in the US as she employs a translanguaging-inspired approach in her math and science Mandarin medium classes. Contrary to the school language allocation policy requiring 90% Mandarin in her Chinese classes, she encourages the utilization of English as well as Mandarin in her instruction. This offers comprehensible input to learners, also making possible greater student participation. Findings from observations and interviews reveal how a focus on meaning-making in instruction resulted in the gradual evolution of bilingual language use and effective communication of content by students and the teacher.","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134254696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5422/jmer.2021.v11.35-57
Ming-Hsuan Wu, Sonna L. Opstad
The challenges for immigrants in the US and Canada include the difficulties of making a living while raising their children. Due to the high cost of living and childcare in cities, along with the realities of low paying jobs and long working hours among many working-class immigrants, growing numbers of families send their infant children to their countries of origin to be raised by relatives for a few years. When the children reach school age, they are returned to their parents in the US. Prior research has focused on immigrant parents’ decision-making rationale and their reports of adjustments that children went through. Informed by a critical theoretical framework and culturally sustaining pedagogy, this paper investigates elementary school teachers’ understandings of the transnational experiences of their Chinese “satellite children.” Interview data from a qualitative study at an East Coast urban school serving a growing Chinese community, where this transnational practice is the norm, reveal challenges and opportunities that the return of these children presents for their parents, their teachers, and for the children themselves. We argue that a culturally sustaining approach is critically needed to better serve this community and student population.
{"title":"Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era","authors":"Ming-Hsuan Wu, Sonna L. Opstad","doi":"10.5422/jmer.2021.v11.35-57","DOIUrl":"https://doi.org/10.5422/jmer.2021.v11.35-57","url":null,"abstract":"The challenges for immigrants in the US and Canada include the difficulties of making a living while raising their children. Due to the high cost of living and childcare in cities, along with the realities of low paying jobs and long working hours among many working-class immigrants, growing numbers of families send their infant children to their countries of origin to be raised by relatives for a few years. When the children reach school age, they are returned to their parents in the US. Prior research has focused on immigrant parents’ decision-making rationale and their reports of adjustments that children went through. Informed by a critical theoretical framework and culturally sustaining pedagogy, this paper investigates elementary school teachers’ understandings of the transnational experiences of their Chinese “satellite children.” Interview data from a qualitative study at an East Coast urban school serving a growing Chinese community, where this transnational practice is the norm, reveal challenges and opportunities that the return of these children presents for their parents, their teachers, and for the children themselves. We argue that a culturally sustaining approach is critically needed to better serve this community and student population.","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121757304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5422/jmer.2021.v11.79-102
Lucía Cárdenas Curiel, Christina M. Ponzio
This article proposes ways to authentically amplify writer’s workshop for emergent bilinguals. Through the study of one bilingual teacher’s mediation in teaching, we examined the affordances that translanguaging and transmodal practices have for emergent bilingual students’ writing processes. In this case study, we focused on a writing sequence associated with the well-known Latin American holiday of the Day of the Dead, in which 3rd grade emergent bilinguals wrote “calaveras,” or literary poems, as part of an interdisciplinary language arts and social studies lesson. Our work is framed by sociocultural theories of mediation, literacy, and language. Under a multiliteracies pedagogy, we observed how a bilingual teacher and emergent bilinguals negotiate meaning through a variety of linguistic and multimodal resources. In our interactional analysis of talk, we found how the teacher mediated background knowledge and vocabulary as a part of the writing process; we also identified ways in which her mediation included extensive scaffolding as she provided linguistic and disciplinary knowledge needed to write calaveras. Through integrating the tenets of mediation with biliteracy, multiliteracies, and translanguaging pedagogies, this study offers a promising example of how teachers can build a culturally-sustaining writers’ workshop to support emergent bilingual learners’ language development and writing practices.
{"title":"Imagining Multimodal and Translanguaging Possibilities for Authentic Cultural Writing Experiences","authors":"Lucía Cárdenas Curiel, Christina M. Ponzio","doi":"10.5422/jmer.2021.v11.79-102","DOIUrl":"https://doi.org/10.5422/jmer.2021.v11.79-102","url":null,"abstract":"This article proposes ways to authentically amplify writer’s workshop for emergent bilinguals. Through the study of one bilingual teacher’s mediation in teaching, we examined the affordances that translanguaging and transmodal practices have for emergent bilingual students’ writing processes. In this case study, we focused on a writing sequence associated with the well-known Latin American holiday of the Day of the Dead, in which 3rd grade emergent bilinguals wrote “calaveras,” or literary poems, as part of an interdisciplinary language arts and social studies lesson. Our work is framed by sociocultural theories of mediation, literacy, and language. Under a multiliteracies pedagogy, we observed how a bilingual teacher and emergent bilinguals negotiate meaning through a variety of linguistic and multimodal resources. In our interactional analysis of talk, we found how the teacher mediated background knowledge and vocabulary as a part of the writing process; we also identified ways in which her mediation included extensive scaffolding as she provided linguistic and disciplinary knowledge needed to write calaveras. Through integrating the tenets of mediation with biliteracy, multiliteracies, and translanguaging pedagogies, this study offers a promising example of how teachers can build a culturally-sustaining writers’ workshop to support emergent bilingual learners’ language development and writing practices.","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122296809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5422/jmer.2021.v11.133
Patricia Velasco
This issue represents a new beginning for JMER. As we all know, the influence of videos and social media on our everyday culture is undeniable. With digital videos continuing to gain popularity, it seems only natural that this familiar and widespread platform should extend into the education system. Thanks to Tatyana Kleyn’s contribution in this area, JMER has taken the step of reviewing videos for the first time -- the videos that she has produced and directed. Kleyn’s videos depict immigrant lives in different facets. We hear the voices of the parents, and their children. They speak directly to us, explaining the perils of their situation but also evidencing their resilience and determination to create the best future for their children. The video collection also highlights the importance of empathic teachers who know how to tap into the rich cultural and linguistic capital that multilingual/multicultural students bring to our classrooms.
{"title":"Visual Learning: A New Path for JMER","authors":"Patricia Velasco","doi":"10.5422/jmer.2021.v11.133","DOIUrl":"https://doi.org/10.5422/jmer.2021.v11.133","url":null,"abstract":"This issue represents a new beginning for JMER. As we all know, the influence of videos and social media on our everyday culture is undeniable. With digital videos continuing to gain popularity, it seems only natural that this familiar and widespread platform should extend into the education system. Thanks to Tatyana Kleyn’s contribution in this area, JMER has taken the step of reviewing videos for the first time -- the videos that she has produced and directed. Kleyn’s videos depict immigrant lives in different facets. We hear the voices of the parents, and their children. They speak directly to us, explaining the perils of their situation but also evidencing their resilience and determination to create the best future for their children. The video collection also highlights the importance of empathic teachers who know how to tap into the rich cultural and linguistic capital that multilingual/multicultural students bring to our classrooms.","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116057094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5422/jmer.2021.v11.134-143
P. Martínez
This article is a review of the following video series: Kleyn, T. (2019). Supporting immigrants in schools. The City College of New York and the New York State Education Department. https://www.cunyiie.org/videos Kleyn, T. (Ed.). (2019). Supporting immigrants in schools: Resource Guide. The City College of New York and New York State Education Department. 54p. Available as download from https://cuny-iie.org/ .
{"title":"Education as Advocacy: The Foundations of Support for Immigrant Youth","authors":"P. Martínez","doi":"10.5422/jmer.2021.v11.134-143","DOIUrl":"https://doi.org/10.5422/jmer.2021.v11.134-143","url":null,"abstract":"This article is a review of the following video series: Kleyn, T. (2019). Supporting immigrants in schools. The City College of New York and the New York State Education Department. https://www.cunyiie.org/videos Kleyn, T. (Ed.). (2019). Supporting immigrants in schools: Resource Guide. The City College of New York and New York State Education Department. 54p. Available as download from https://cuny-iie.org/ .","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129493921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5422/JMER.2020.V10.35-61
C. Cochi
The number of non-academic adults who need English as a second language (ESL) classes is ever increasing, yet little is known about the instructional practices used to teach this population of learners. The focus of this article is to describe an exploratory single case study of the instructional practices used by teachers in a nonacademic adult English as a second language (NAESL) program. Specifically, the study looked at vocabulary instruction teachers employed with beginner-level adult ESL students. The data was collected using questionnaires, classroom observations, and post-observation interviews with the teachers. The findings show that teachers used two categories of activities to teach vocabulary: oral vocabulary activities and written vocabulary activities. It is significant that not only did the participants use twice as many written vocabulary activities as oral vocabulary activities in their NAESL classrooms, but they did not identify written vocabulary activities and oral vocabulary activities as addressing different language skills. Considering the importance of listening and speaking as entry-level language skills, NAESL teachers need to become aware of the importance of the distinction between these two types of instructional activities and the need to focus more instructional time to building and strengthening listening and speaking as these basic, necessary communication skills.
{"title":"Oral Vocabulary Instruction Practices of Teachers of Nonacademic Adult English Language Learners","authors":"C. Cochi","doi":"10.5422/JMER.2020.V10.35-61","DOIUrl":"https://doi.org/10.5422/JMER.2020.V10.35-61","url":null,"abstract":"The number of non-academic adults who need English as a second language (ESL) classes is ever increasing, yet little is known about the instructional practices used to teach this population of learners. The focus of this article is to describe an exploratory single case study of the instructional practices used by teachers in a nonacademic adult English as a second language (NAESL) program. Specifically, the study looked at vocabulary instruction teachers employed with beginner-level adult ESL students. The data was collected using questionnaires, classroom observations, and post-observation interviews with the teachers. The findings show that teachers used two categories of activities to teach vocabulary: oral vocabulary activities and written vocabulary activities. It is significant that not only did the participants use twice as many written vocabulary activities as oral vocabulary activities in their NAESL classrooms, but they did not identify written vocabulary activities and oral vocabulary activities as addressing different language skills. Considering the importance of listening and speaking as entry-level language skills, NAESL teachers need to become aware of the importance of the distinction between these two types of instructional activities and the need to focus more instructional time to building and strengthening listening and speaking as these basic, necessary communication skills.","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"31 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127223431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5422/JMER.2020.V10.5-9
A. N. Torre
{"title":"Silencing Students’ Voices in an Era of Academic Language","authors":"A. N. Torre","doi":"10.5422/JMER.2020.V10.5-9","DOIUrl":"https://doi.org/10.5422/JMER.2020.V10.5-9","url":null,"abstract":"","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134407749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5422/JMER.2020.V10.85-104
Min Wang
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.
{"title":"“They Make Me Who I Am Today”: A Science Teacher’s Narrated Positioning, Agency, and Mediated Pedagogy with Multilingual Students","authors":"Min Wang","doi":"10.5422/JMER.2020.V10.85-104","DOIUrl":"https://doi.org/10.5422/JMER.2020.V10.85-104","url":null,"abstract":"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.","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129067978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5422/JMER.2020.V10.63-84
C. Sánchez-Martín
With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity.
{"title":"Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality","authors":"C. Sánchez-Martín","doi":"10.5422/JMER.2020.V10.63-84","DOIUrl":"https://doi.org/10.5422/JMER.2020.V10.63-84","url":null,"abstract":"With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity.","PeriodicalId":231366,"journal":{"name":"Journal of Multilingual Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131086160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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