Pub Date : 2021-04-03DOI: 10.1080/19313152.2020.1846833
Francesco Cavallaro, Tay Ya Xin Elsie, Francis Wong, Bee Chin Ng
ABSTRACT Though the two languages most frequently used in the homes of Chinese Singaporeans are English and Mandarin Chinese, there is not much information on how the home language can influence language use and attitudes toward these two languages. This study investigates the family language ecology in bilingual homes and aims to compare attitudes toward Mandarin Chinese between Chinese Singaporean young adults from English-speaking homes (ESH) and those from Chinese-speaking homes (CSH). A total of 118 participants took part in a questionnaire designed to elicit language use and attitudes toward Mandarin. Results reveal that participants from Chinese-speaking homes do show greater use and proficiency in Mandarin, as well as possess more positive attitudes and motivation toward Mandarin as compared to participants from English-speaking homes. Both group report using more English with their siblings than their parents. However, the CSH group reports using more Mandarin than English with their siblings and more so with their younger siblings. This study emphasizes the process of “enculturation” to be an essential feature of language maintenance and as the home is the main site for enculturation to take place this study has implications for language maintenance for minority languages.
{"title":"“Enculturalling” Multilingualism: Family language ecology and its impact on multilingualism","authors":"Francesco Cavallaro, Tay Ya Xin Elsie, Francis Wong, Bee Chin Ng","doi":"10.1080/19313152.2020.1846833","DOIUrl":"https://doi.org/10.1080/19313152.2020.1846833","url":null,"abstract":"ABSTRACT Though the two languages most frequently used in the homes of Chinese Singaporeans are English and Mandarin Chinese, there is not much information on how the home language can influence language use and attitudes toward these two languages. This study investigates the family language ecology in bilingual homes and aims to compare attitudes toward Mandarin Chinese between Chinese Singaporean young adults from English-speaking homes (ESH) and those from Chinese-speaking homes (CSH). A total of 118 participants took part in a questionnaire designed to elicit language use and attitudes toward Mandarin. Results reveal that participants from Chinese-speaking homes do show greater use and proficiency in Mandarin, as well as possess more positive attitudes and motivation toward Mandarin as compared to participants from English-speaking homes. Both group report using more English with their siblings than their parents. However, the CSH group reports using more Mandarin than English with their siblings and more so with their younger siblings. This study emphasizes the process of “enculturation” to be an essential feature of language maintenance and as the home is the main site for enculturation to take place this study has implications for language maintenance for minority languages.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"126 - 157"},"PeriodicalIF":2.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2020.1846833","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46951814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.1080/19313152.2021.1904347
Mi Yung Park
ABSTRACT Drawing on Bourdieu’s concept of linguistic capital and Darvin and Norton’s notion of investment, this study explores heritage language (HL) use among 1.5-generation Korean immigrants in the New Zealand workplace. The data were collected through interviews with heritage speakers of Korean working in diverse fields in Auckland. The majority of the participants had some degree of regular HL use at work, albeit limited to interactions with monolingual clients rather than with bilingual clients or colleagues. Some participants hesitated to use Korean in these situations because of their self-perceived imperfect HL skills and language anxiety. Moreover, although they perceived their HL as useful, they did not consider it a highly valuable form of linguistic capital in their professional lives. While they realized that HL proficiency would be valuable if they were to return to Korea for career-related purposes, none of them had plans to do so. Consequently, despite a stated interest in improving their HL proficiency, they did not actually invest in the HL. This study sheds light on the complex relationships between language ideologies, identity, and investment in HL learning in the context of diaspora, and offers pedagogical implications for HL education.
{"title":"Heritage language use in the workplace: 1.5-generation Korean immigrants in New Zealand","authors":"Mi Yung Park","doi":"10.1080/19313152.2021.1904347","DOIUrl":"https://doi.org/10.1080/19313152.2021.1904347","url":null,"abstract":"ABSTRACT Drawing on Bourdieu’s concept of linguistic capital and Darvin and Norton’s notion of investment, this study explores heritage language (HL) use among 1.5-generation Korean immigrants in the New Zealand workplace. The data were collected through interviews with heritage speakers of Korean working in diverse fields in Auckland. The majority of the participants had some degree of regular HL use at work, albeit limited to interactions with monolingual clients rather than with bilingual clients or colleagues. Some participants hesitated to use Korean in these situations because of their self-perceived imperfect HL skills and language anxiety. Moreover, although they perceived their HL as useful, they did not consider it a highly valuable form of linguistic capital in their professional lives. While they realized that HL proficiency would be valuable if they were to return to Korea for career-related purposes, none of them had plans to do so. Consequently, despite a stated interest in improving their HL proficiency, they did not actually invest in the HL. This study sheds light on the complex relationships between language ideologies, identity, and investment in HL learning in the context of diaspora, and offers pedagogical implications for HL education.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"332 - 345"},"PeriodicalIF":2.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1904347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47863157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/19313152.2021.1889112
Sujin Kim, L. Dorner, Kim Song
ABSTRACT This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s and across diverse sign systems; this was demonstrated both in the process and as the product of family storybooks. Taking an ecological approach and drawing from the notions of spatial repertoires, assemblages, and distributed/collaborative agency, the analysis shows that languaging is inherently social, intertextual, multimodal, and contingent on the dynamic of the semiotic ecology. Families collaborated, cross-culturally, metalinguistically, multimodally, and across generations, to discuss, write, draw, and digitize their family stories. This expanded concept of community translanguaging counters the coded notion of language and resulting separatist paradigm of language education with pedagogical implications. Leveraging community repertoires provides new opportunities to create educational space(s) where more/various semiotic resources can be drawn upon to maximize creativity in teaching and learning. It also can engage families and communities from diverse backgrounds in ways that empower, rather than marginalize, diverse ways with words and beyond.
{"title":"Conceptualizing community translanguaging through a family literacy project","authors":"Sujin Kim, L. Dorner, Kim Song","doi":"10.1080/19313152.2021.1889112","DOIUrl":"https://doi.org/10.1080/19313152.2021.1889112","url":null,"abstract":"ABSTRACT This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s and across diverse sign systems; this was demonstrated both in the process and as the product of family storybooks. Taking an ecological approach and drawing from the notions of spatial repertoires, assemblages, and distributed/collaborative agency, the analysis shows that languaging is inherently social, intertextual, multimodal, and contingent on the dynamic of the semiotic ecology. Families collaborated, cross-culturally, metalinguistically, multimodally, and across generations, to discuss, write, draw, and digitize their family stories. This expanded concept of community translanguaging counters the coded notion of language and resulting separatist paradigm of language education with pedagogical implications. Leveraging community repertoires provides new opportunities to create educational space(s) where more/various semiotic resources can be drawn upon to maximize creativity in teaching and learning. It also can engage families and communities from diverse backgrounds in ways that empower, rather than marginalize, diverse ways with words and beyond.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"293 - 316"},"PeriodicalIF":2.1,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1889112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47642082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-02DOI: 10.1080/19313152.2021.1883792
Jihea Maddamsetti
ABSTRACT Scholars, activists, and communities strive for educational equity and justice for emergent bilinguals. The pursuit of advocacy, however, is often fraught with emotional tension, leading many teachers to question their identities as advocates. Relatively few studies have focused on language teachers of color, and on how they navigate their emotions as they construct their identity as advocates – even though teachers of color are disproportionately called upon to act as advocates. By drawing attention to discursive and emotional aspects of identity positionings related to raciolinguistic ideologies, this study shows how one Latinx teacher’s emotions shaped her identity as an advocate in support of emergent bilinguals. The participant, an experienced elementary ESL teacher, constructed her identity as an advocate in her striving to address issues of equity and social justice during a period of shifting language policy in Massachusetts. The analysis reveals that she variously adopted, appropriated, or resisted normative discourses around advocating for emergent bilinguals and power relations over her career, and over the changing education policy context. This study is a step toward giving minoritized language teachers greater institutional support in their pursuit of advocacy work, by focusing on their emotions and identities.
{"title":"Exploring an elementary ESL teacher’s emotions and advocacy identity","authors":"Jihea Maddamsetti","doi":"10.1080/19313152.2021.1883792","DOIUrl":"https://doi.org/10.1080/19313152.2021.1883792","url":null,"abstract":"ABSTRACT Scholars, activists, and communities strive for educational equity and justice for emergent bilinguals. The pursuit of advocacy, however, is often fraught with emotional tension, leading many teachers to question their identities as advocates. Relatively few studies have focused on language teachers of color, and on how they navigate their emotions as they construct their identity as advocates – even though teachers of color are disproportionately called upon to act as advocates. By drawing attention to discursive and emotional aspects of identity positionings related to raciolinguistic ideologies, this study shows how one Latinx teacher’s emotions shaped her identity as an advocate in support of emergent bilinguals. The participant, an experienced elementary ESL teacher, constructed her identity as an advocate in her striving to address issues of equity and social justice during a period of shifting language policy in Massachusetts. The analysis reveals that she variously adopted, appropriated, or resisted normative discourses around advocating for emergent bilinguals and power relations over her career, and over the changing education policy context. This study is a step toward giving minoritized language teachers greater institutional support in their pursuit of advocacy work, by focusing on their emotions and identities.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"235 - 252"},"PeriodicalIF":2.1,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1883792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46612080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-26DOI: 10.1080/19313152.2021.1883794
Ilana M. Umansky, Luis E. Poza, Misael Flores Gutierrez
ABSTRACT Recent research suggests that English learner (EL) classification can impact students in both positive and negative ways. We do not know enough, however, about what contexts and features of EL education lead to these divergent effects. Because students are classified as ELs at all grade levels, and the structure and content of schooling change dramatically across grades, one important consideration is whether EL classification operates differently for students in different grade spans. This study draws on the knowledge of veteran EL educators in one large, urban school district to examine the affordances and potential hazards of being classified as EL in different grade spans. The paper asks first, how these educators interpret EL-classified students’ academic and social experiences at different grade spans, and second, what features of schooling shape these heterogeneous experiences of EL classification. Analysis of in-depth interviews suggests that academic exclusion, insufficient resources, and tracking, among other schooling features, increasingly constrict opportunities for students classified as ELs in upper grade spans. Key transitions – from early to mid-elementary, and from elementary to secondary – also alter EL-classified students’ experiences.
{"title":"“A sentencing”: veteran educators’ perceptions of a constriction of English learner students’ opportunities across grade spans","authors":"Ilana M. Umansky, Luis E. Poza, Misael Flores Gutierrez","doi":"10.1080/19313152.2021.1883794","DOIUrl":"https://doi.org/10.1080/19313152.2021.1883794","url":null,"abstract":"ABSTRACT Recent research suggests that English learner (EL) classification can impact students in both positive and negative ways. We do not know enough, however, about what contexts and features of EL education lead to these divergent effects. Because students are classified as ELs at all grade levels, and the structure and content of schooling change dramatically across grades, one important consideration is whether EL classification operates differently for students in different grade spans. This study draws on the knowledge of veteran EL educators in one large, urban school district to examine the affordances and potential hazards of being classified as EL in different grade spans. The paper asks first, how these educators interpret EL-classified students’ academic and social experiences at different grade spans, and second, what features of schooling shape these heterogeneous experiences of EL classification. Analysis of in-depth interviews suggests that academic exclusion, insufficient resources, and tracking, among other schooling features, increasingly constrict opportunities for students classified as ELs in upper grade spans. Key transitions – from early to mid-elementary, and from elementary to secondary – also alter EL-classified students’ experiences.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"267 - 291"},"PeriodicalIF":2.1,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1883794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49596719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.1080/19313152.2021.1883791
Stephanie Abraham, K. Kedley, Madjiguene Fall, Sharada Krishnamurthy, Daniel Tulino
ABSTRACT We, as multilingual teacher-scholars, had lingering questions about what community programs were doing, operating outside of school contexts, to maintain the bilingualism of racialized, Latinx children in Philadelphia and to resist the monolingual ideologies circulating in US society. To answer those questions, we partnered with a bilingual, community-based writing center serving the Latinx community in Philadelphia to offer a set of workshops in hopes of creating a translanguaging space. Using a variety of qualitative research methods, including participatory research and critical/positive discourse analysis, we found that a translanguaging pedagogy created a space where racialized, emergent bilingual children can practice the entirety of their languages and resist the monolingual and racist discourses that circulate in US society.
{"title":"Creating a translanguaging space in a bilingual community-based writing program","authors":"Stephanie Abraham, K. Kedley, Madjiguene Fall, Sharada Krishnamurthy, Daniel Tulino","doi":"10.1080/19313152.2021.1883791","DOIUrl":"https://doi.org/10.1080/19313152.2021.1883791","url":null,"abstract":"ABSTRACT We, as multilingual teacher-scholars, had lingering questions about what community programs were doing, operating outside of school contexts, to maintain the bilingualism of racialized, Latinx children in Philadelphia and to resist the monolingual ideologies circulating in US society. To answer those questions, we partnered with a bilingual, community-based writing center serving the Latinx community in Philadelphia to offer a set of workshops in hopes of creating a translanguaging space. Using a variety of qualitative research methods, including participatory research and critical/positive discourse analysis, we found that a translanguaging pedagogy created a space where racialized, emergent bilingual children can practice the entirety of their languages and resist the monolingual and racist discourses that circulate in US society.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"211 - 234"},"PeriodicalIF":2.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1883791","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49160625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.1080/19313152.2021.1889113
T. Nguyen, M. Hamid
ABSTRACT This article examines Vietnamese ethnic minority students’ experiences of language choice in communication with people of different ages and in different relations to them in their family and ethnolinguistic community. Concepts of power, solidarity and marked and unmarked choices are adapted to examine the students’ strategies of language choice. Interviews with a group of students are used as the main data source. Findings suggest that the mainstream language was set up as the generational solidarity code among young members while the L1 was considered the power code associated with older members of the family and community. These emerging patterns of language choice may result in disruption of everyday in-group language practices among different generations and perpetuate language shift. It is suggested that explicit L1-promotion policies in the community and minority language support in public domains may encourage young people to engage in language management efforts and empower minority languages in the polity.
{"title":"Language choice of Vietnamese ethnic minority students in family and community interactions: implications for minority language maintenance","authors":"T. Nguyen, M. Hamid","doi":"10.1080/19313152.2021.1889113","DOIUrl":"https://doi.org/10.1080/19313152.2021.1889113","url":null,"abstract":"ABSTRACT This article examines Vietnamese ethnic minority students’ experiences of language choice in communication with people of different ages and in different relations to them in their family and ethnolinguistic community. Concepts of power, solidarity and marked and unmarked choices are adapted to examine the students’ strategies of language choice. Interviews with a group of students are used as the main data source. Findings suggest that the mainstream language was set up as the generational solidarity code among young members while the L1 was considered the power code associated with older members of the family and community. These emerging patterns of language choice may result in disruption of everyday in-group language practices among different generations and perpetuate language shift. It is suggested that explicit L1-promotion policies in the community and minority language support in public domains may encourage young people to engage in language management efforts and empower minority languages in the polity.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"317 - 331"},"PeriodicalIF":2.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1889113","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41410587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-17DOI: 10.1080/19313152.2021.1883793
Juyoung Song, M. Park
ABSTRACT This article, a qualitative case study of two early childhood teachers, examines the ways the teachers provide young English learners (ELs) with emotional scaffolding – prioritizing and mobilizing certain emotions in order to enhance learners’ engagement and comprehension of content areas. The data analysis of participant observations and interviews reveals that the two teachers promoted different grounding emotions in their students; for one teacher, nurturing a sense of security was most important and, for the other, excitement would set the scene for learning. Both teachers devised relevant pedagogical strategies to elicit and promote these emotions. Their emphasis on different emotions in teaching indicates divergent views on what ELs’ greatest learning needs might be and what emotional base might serve students’ needs best. Additionally, teachers’ emotional scaffolding practices reveal their teacher identity, by showing how both teachers might want to be characterized and recognized (e.g., a calm teacher versus a fun teacher). The results of this case study illuminate the role of emotions in pedagogy, suggesting that emotional scaffolding can be a powerful vehicle to understand and develop teachers’ professional identity.
{"title":"Emotional scaffolding and teacher identity: two mainstream teachers’ mobilizing emotions of security and excitement for young English learners","authors":"Juyoung Song, M. Park","doi":"10.1080/19313152.2021.1883793","DOIUrl":"https://doi.org/10.1080/19313152.2021.1883793","url":null,"abstract":"ABSTRACT This article, a qualitative case study of two early childhood teachers, examines the ways the teachers provide young English learners (ELs) with emotional scaffolding – prioritizing and mobilizing certain emotions in order to enhance learners’ engagement and comprehension of content areas. The data analysis of participant observations and interviews reveals that the two teachers promoted different grounding emotions in their students; for one teacher, nurturing a sense of security was most important and, for the other, excitement would set the scene for learning. Both teachers devised relevant pedagogical strategies to elicit and promote these emotions. Their emphasis on different emotions in teaching indicates divergent views on what ELs’ greatest learning needs might be and what emotional base might serve students’ needs best. Additionally, teachers’ emotional scaffolding practices reveal their teacher identity, by showing how both teachers might want to be characterized and recognized (e.g., a calm teacher versus a fun teacher). The results of this case study illuminate the role of emotions in pedagogy, suggesting that emotional scaffolding can be a powerful vehicle to understand and develop teachers’ professional identity.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"253 - 266"},"PeriodicalIF":2.1,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19313152.2021.1883793","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45402198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01Epub Date: 2020-06-25DOI: 10.1080/19313152.2020.1778957
Rebecca M Callahan, Melissa Humphries, Jenny Buontempo
Mathematics is not just memorized facts, but rather it is understanding how to approach and solve problems, and problem solving requires linguistic proficiency. Too often, English learners' (ELs) relatively low math performance is dismissed due to their supposed "limited" English proficiency. Taking this perspective, a constructivist approach suggests that content-area discussions should improve EL students' math performance. To test this hypothesis, we use nationally representative data from the Educational Longitudinal Study:2002 to examine the relationship between students' reported participation in math discussions and their 10th grade math performance (GPA), considering both course placement and linguistic status. While we find reported participation in student-led discussion to be positively associated with math performance for all students, we also find that EL students report higher participation in student-led discussions only in low-level math placement. This pattern suggests that for EL students, participation in student-led discussion may actually be necessary to counteract the limiting nature of low-track placement. We argue that although EL students appear to benefit from student-led discussions in these contexts, until school systems begin to address the overrepresentation of EL students in low-level coursework, instructional experiences alone will do little to improve their overall achievement.
{"title":"Making Meaning, Doing Math: High School English Learners, Student-led Discussion, and Math Tracking.","authors":"Rebecca M Callahan, Melissa Humphries, Jenny Buontempo","doi":"10.1080/19313152.2020.1778957","DOIUrl":"10.1080/19313152.2020.1778957","url":null,"abstract":"<p><p>Mathematics is not just memorized facts, but rather it is understanding how to approach and solve problems, and problem solving requires linguistic proficiency. Too often, English learners' (ELs) relatively low math performance is dismissed due to their supposed \"limited\" English proficiency. Taking this perspective, a constructivist approach suggests that content-area discussions should improve EL students' math performance. To test this hypothesis, we use nationally representative data from the <i>Educational Longitudinal Study:2002</i> to examine the relationship between students' reported participation in math discussions and their 10<sup>th</sup> grade math performance (GPA), considering both course placement and linguistic status. While we find reported participation in student-led discussion to be positively associated with math performance for all students, we also find that EL students report higher participation in student-led discussions <i>only</i> in low-level math placement. This pattern suggests that for EL students, participation in student-led discussion may actually be necessary to counteract the limiting nature of low-track placement. We argue that although EL students appear to benefit from student-led discussions in these contexts, until school systems begin to address the overrepresentation of EL students in low-level coursework, instructional experiences alone will do little to improve their overall achievement.</p>","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"15 1","pages":"82-103"},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7958653/pdf/nihms-1603213.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25490416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-19DOI: 10.26499/multilingual.v19i2.161
S. Fatinah
Affixation in Mori language has various forms and functions. The research studies about how the form and function of affixation in Mori language are. The research intends to describe the form and function of affixation in Mori language. The method used in collecting data is the participatory method. The data is analyzed using the intralingual correspondence method through the substitution technique. The result of research illuminates that the form of affixation in Mori language is classified as prefixation, infixation, suffixation, con-fixation, and affixation combined. There are eight prefixations found, such as moN-, meN-, poN-, te-, pe-, in-, poko-, and um-. MoN- and poN- prefixation are embedded either in the base form or prefixed word. Infixations found are -in- and -um. Infixation -in- is embedded either in the base form or in the affixed form. Suffixation found consists of three suffixation, namely -o, -a, and -i. in Mori language, confixation are three, they are a-a, po-a, and pe-a. Combinations of affixation are five, affixation of moN-ako, meN-ako, i-in, in-ako, and in-i. Affixation aforementioned functions to form verb and affixed noun. Besides, affixation also functions to change part of the speech of the base form and confirms the meaning of its base form.
{"title":"Afiksasi dalam Bahasa Mori","authors":"S. Fatinah","doi":"10.26499/multilingual.v19i2.161","DOIUrl":"https://doi.org/10.26499/multilingual.v19i2.161","url":null,"abstract":"Affixation in Mori language has various forms and functions. The research studies about how the form and function of affixation in Mori language are. The research intends to describe the form and function of affixation in Mori language. The method used in collecting data is the participatory method. The data is analyzed using the intralingual correspondence method through the substitution technique. The result of research illuminates that the form of affixation in Mori language is classified as prefixation, infixation, suffixation, con-fixation, and affixation combined. There are eight prefixations found, such as moN-, meN-, poN-, te-, pe-, in-, poko-, and um-. MoN- and poN- prefixation are embedded either in the base form or prefixed word. Infixations found are -in- and -um. Infixation -in- is embedded either in the base form or in the affixed form. Suffixation found consists of three suffixation, namely -o, -a, and -i. in Mori language, confixation are three, they are a-a, po-a, and pe-a. Combinations of affixation are five, affixation of moN-ako, meN-ako, i-in, in-ako, and in-i. Affixation aforementioned functions to form verb and affixed noun. Besides, affixation also functions to change part of the speech of the base form and confirms the meaning of its base form.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"170 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77331944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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