Pub Date : 2022-09-02DOI: 10.1080/19313152.2022.2116221
M. Wolf, A. Bailey, L. Ballard, Yuan Wang, Anahit A. Pogossian
ABSTRACT In U.S. K-12 public schools, educational policy and practice for English learner (EL) students center around two sets of academic standards: English language proficiency (ELP) standards and content standards such as in English language arts and mathematics. This study examined the types of language demands manifested in those standards in Grade 5. Additionally, we investigated perceptions of both general education and ESL teachers about the language demands in the standards and the challenges in implementing the standards with EL students. Overall, a large overlap was found between academic content standards (particularly, English language arts) and ELP standards in terms of language functions with a heavy emphasis on integrated language skills and interaction skills. The teacher data indicate there is a strong desire for professional learning to better understand the language demands in the standards and to support the systematic collaboration between content-area and ESL teachers. Implications for practice and research in addressing the language demands in academic standards for appropriate EL education are discussed.
{"title":"Unpacking the language demands in academic content and English language proficiency standards for English learners","authors":"M. Wolf, A. Bailey, L. Ballard, Yuan Wang, Anahit A. Pogossian","doi":"10.1080/19313152.2022.2116221","DOIUrl":"https://doi.org/10.1080/19313152.2022.2116221","url":null,"abstract":"ABSTRACT In U.S. K-12 public schools, educational policy and practice for English learner (EL) students center around two sets of academic standards: English language proficiency (ELP) standards and content standards such as in English language arts and mathematics. This study examined the types of language demands manifested in those standards in Grade 5. Additionally, we investigated perceptions of both general education and ESL teachers about the language demands in the standards and the challenges in implementing the standards with EL students. Overall, a large overlap was found between academic content standards (particularly, English language arts) and ELP standards in terms of language functions with a heavy emphasis on integrated language skills and interaction skills. The teacher data indicate there is a strong desire for professional learning to better understand the language demands in the standards and to support the systematic collaboration between content-area and ESL teachers. Implications for practice and research in addressing the language demands in academic standards for appropriate EL education are discussed.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"68 - 85"},"PeriodicalIF":2.1,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45043185","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 : 2022-07-22DOI: 10.1080/19313152.2022.2103116
K. Donley
ABSTRACT A translanguaging lens in educational research focuses on social, cultural, and power dynamics of language and multilingualism in practice. It also represents a potentially transformative pedagogical practice that centers the languaging practice, power, and agency of multilingual learners to transgress classroom language borders. However, translanguaging research that focuses on only the social aspects of classroom languaging can be subject to critique for failing to disrupt material inequities related to language and power in the classroom. This conceptual paper explores how thinking across multiple frameworks can generate innovative methodological approaches to knowledge production for translanguaging inquiry in the context of EL and multilingual education. Exploring how translanguaging can be plugged into Blumer’s Symbolic Interactionism, Foucault’s Discourse, and Barad’s Agential Realism, this paper thinks within and against these frameworks to highlight important analytic provocations for now only how translanguaging relations emerge, but also what methodological territory is claimed in the process. A central concern of this paper is the methodological implications of posthumanist theories to develop material-discursive translanguaging inquiry.
{"title":"Plugging in translanguaging: thinking across theory for methodological innovation in English learner and multilingual education","authors":"K. Donley","doi":"10.1080/19313152.2022.2103116","DOIUrl":"https://doi.org/10.1080/19313152.2022.2103116","url":null,"abstract":"ABSTRACT A translanguaging lens in educational research focuses on social, cultural, and power dynamics of language and multilingualism in practice. It also represents a potentially transformative pedagogical practice that centers the languaging practice, power, and agency of multilingual learners to transgress classroom language borders. However, translanguaging research that focuses on only the social aspects of classroom languaging can be subject to critique for failing to disrupt material inequities related to language and power in the classroom. This conceptual paper explores how thinking across multiple frameworks can generate innovative methodological approaches to knowledge production for translanguaging inquiry in the context of EL and multilingual education. Exploring how translanguaging can be plugged into Blumer’s Symbolic Interactionism, Foucault’s Discourse, and Barad’s Agential Realism, this paper thinks within and against these frameworks to highlight important analytic provocations for now only how translanguaging relations emerge, but also what methodological territory is claimed in the process. A central concern of this paper is the methodological implications of posthumanist theories to develop material-discursive translanguaging inquiry.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"51 - 67"},"PeriodicalIF":2.1,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46119146","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 : 2022-07-22DOI: 10.1080/19313152.2022.2101330
A. Tuktamyshova, Ksenia Kirillova
ABSTRACT This article argues that multilingual locales with minority, national and global languages at hand can become a site where meaning of social experience is negotiated and contested, and the role of minority languages can be reconceptualized. More specifically, using the example of Tatar, a minority language in Russia, as well as the framework grounded in the tropes of ‘pride’ and ‘profit, the study reveals that participants’ symbolic connections to language include social categories, sense of belonging, and camaraderie, as well as the indication of symbolic profit in the form of authentic goods and services that generate economic benefits. Despite the lingering nation-state ideologies of language purification and standardization and their role in construction of the “self” and the “other,” the study demonstrates that tourism may serve as a method of authentic differentiation by packaging language-enhanced features to enrich experiences for tourists, and to secure economic profit, create a stronger sense of pride, identity, and empowerment for producers of the language.
{"title":"Pride and profit: language, identity and tourism in Russia","authors":"A. Tuktamyshova, Ksenia Kirillova","doi":"10.1080/19313152.2022.2101330","DOIUrl":"https://doi.org/10.1080/19313152.2022.2101330","url":null,"abstract":"ABSTRACT This article argues that multilingual locales with minority, national and global languages at hand can become a site where meaning of social experience is negotiated and contested, and the role of minority languages can be reconceptualized. More specifically, using the example of Tatar, a minority language in Russia, as well as the framework grounded in the tropes of ‘pride’ and ‘profit, the study reveals that participants’ symbolic connections to language include social categories, sense of belonging, and camaraderie, as well as the indication of symbolic profit in the form of authentic goods and services that generate economic benefits. Despite the lingering nation-state ideologies of language purification and standardization and their role in construction of the “self” and the “other,” the study demonstrates that tourism may serve as a method of authentic differentiation by packaging language-enhanced features to enrich experiences for tourists, and to secure economic profit, create a stronger sense of pride, identity, and empowerment for producers of the language.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"33 - 50"},"PeriodicalIF":2.1,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41909456","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 : 2022-07-03DOI: 10.1080/19313152.2022.2079835
Johanna M. Tigert, C. M. Leider
Classrooms are becoming increasingly multilingual spaces (Lucas, Strom, Bratkovich, & Wnuk, 2018; Villegas, SaizdeLaMora, Martin, & Mills, 2018), but teachers continue to feel unprepared to meet the needs of multilingual learners (MLs) (Gomez & Diarrassouba, 2014; Hong, Keith, & Moran, 2019). Some teacher education and policy initiatives have been introduced to address this issue; for example, some states require teachers to complete coursework in teaching MLs (Leider, Colombo, & Nerlino, 2021). However, such initiatives are largely concentrated in the “core” academic areas of math, English language arts, history, and sciences – or the subjects whose preferential positioning is reflected in their prominent presence in school curricula and in their inclusion in standardized testing (e.g., Bunch, 2013; Coady, Harper, & De Jong, 2016; Merga, Mat Roni, & Mason, 2020; Ollerhead, 2018). In this issue, we take the stance that training for working with MLs should be inclusive of teachers in all academic areas, including subjects such as visual and dramatic arts, music, career and technology education, culinary arts, consumer science, physical education, and museum education. From a social justice stance, any teacher who has MLs in their classroom should be prepared to meet their needs (Tigert & Leider, 2021). In fact, equitable access to education and the curriculum, which includes instructional attention to the linguistics needs of MLs, is a civil right (NCELA, n.d.). Ignoring this imperative means MLs will continue to receive substandard instruction and fewer opportunities to access meaningful curriculum more broadly, compared to their more privileged peers. Indeed, there is evidence that even in the core subjects, MLs lack access to rigorous academic instruction (Callahan & Shifrer, 2016). Neglecting multilingual students’ needs in the broader content areas also fundamentally devalues these subjects and their teachers by ignoring the rich disciplinary language and literacy practices within these fields and by sending the message that it is not worth ensuring that all students can access their content. Art classes, for example, are often framed as “useless frills” (Nussbaum, 2010, p. 2) and frequently positioned as a subject that MLs will “get” without extra support, as evidenced by newcomers often enrolled in the arts with their mainstream peers while being separated during core content instruction (Boyson & Short, 2003). This positioning ignores the fact that the arts have a disciplinary language of their own (Andrelchick, 2015; Frambaugh-Kritzer, Buelow, & Simpson Steele, 2015) and that MLs need specialized instruction to engage with content at a deeper level (Nutta, Mokhtari, & Strebel, 2012). This idea can be extended to all content areas beyond the core. Yet, at present, research literature aimed at improving the teaching of MLs that could inform teacher education and state policy focuses mainly on the “core” academic areas. The few published res
{"title":"Beyond the “Core” curriculum: expanding access to multilingual learners","authors":"Johanna M. Tigert, C. M. Leider","doi":"10.1080/19313152.2022.2079835","DOIUrl":"https://doi.org/10.1080/19313152.2022.2079835","url":null,"abstract":"Classrooms are becoming increasingly multilingual spaces (Lucas, Strom, Bratkovich, & Wnuk, 2018; Villegas, SaizdeLaMora, Martin, & Mills, 2018), but teachers continue to feel unprepared to meet the needs of multilingual learners (MLs) (Gomez & Diarrassouba, 2014; Hong, Keith, & Moran, 2019). Some teacher education and policy initiatives have been introduced to address this issue; for example, some states require teachers to complete coursework in teaching MLs (Leider, Colombo, & Nerlino, 2021). However, such initiatives are largely concentrated in the “core” academic areas of math, English language arts, history, and sciences – or the subjects whose preferential positioning is reflected in their prominent presence in school curricula and in their inclusion in standardized testing (e.g., Bunch, 2013; Coady, Harper, & De Jong, 2016; Merga, Mat Roni, & Mason, 2020; Ollerhead, 2018). In this issue, we take the stance that training for working with MLs should be inclusive of teachers in all academic areas, including subjects such as visual and dramatic arts, music, career and technology education, culinary arts, consumer science, physical education, and museum education. From a social justice stance, any teacher who has MLs in their classroom should be prepared to meet their needs (Tigert & Leider, 2021). In fact, equitable access to education and the curriculum, which includes instructional attention to the linguistics needs of MLs, is a civil right (NCELA, n.d.). Ignoring this imperative means MLs will continue to receive substandard instruction and fewer opportunities to access meaningful curriculum more broadly, compared to their more privileged peers. Indeed, there is evidence that even in the core subjects, MLs lack access to rigorous academic instruction (Callahan & Shifrer, 2016). Neglecting multilingual students’ needs in the broader content areas also fundamentally devalues these subjects and their teachers by ignoring the rich disciplinary language and literacy practices within these fields and by sending the message that it is not worth ensuring that all students can access their content. Art classes, for example, are often framed as “useless frills” (Nussbaum, 2010, p. 2) and frequently positioned as a subject that MLs will “get” without extra support, as evidenced by newcomers often enrolled in the arts with their mainstream peers while being separated during core content instruction (Boyson & Short, 2003). This positioning ignores the fact that the arts have a disciplinary language of their own (Andrelchick, 2015; Frambaugh-Kritzer, Buelow, & Simpson Steele, 2015) and that MLs need specialized instruction to engage with content at a deeper level (Nutta, Mokhtari, & Strebel, 2012). This idea can be extended to all content areas beyond the core. Yet, at present, research literature aimed at improving the teaching of MLs that could inform teacher education and state policy focuses mainly on the “core” academic areas. The few published res","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"181 - 183"},"PeriodicalIF":2.1,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47022042","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 : 2022-06-29DOI: 10.1080/19313152.2022.2080900
Mark R. Emerick
ABSTRACT This paper focuses on the need to provide systems of support for multilingual students in career and technical education (CTE) programs. The paucity of research on multilingual students’ access to, participation in, and outcomes from CTE and lack of attention to issues of language in CTE teacher preparation has left CTE educators and administrators with little basis for imagining meaningful, research-based initiatives to support multilingual students. In this paper, I describe an ongoing equity-focused PD initiative undertaken by a large regional CTE center to address the needs of multilingal students and advance equity in CTE programs. The program foregrounded professional development opportunities for teachers and administrators to ensure that equity is pursued on a systemic level.
{"title":"Supporting multilingual students from policy to practice: Systemic initiatives to create equitable career and technical education","authors":"Mark R. Emerick","doi":"10.1080/19313152.2022.2080900","DOIUrl":"https://doi.org/10.1080/19313152.2022.2080900","url":null,"abstract":"ABSTRACT This paper focuses on the need to provide systems of support for multilingual students in career and technical education (CTE) programs. The paucity of research on multilingual students’ access to, participation in, and outcomes from CTE and lack of attention to issues of language in CTE teacher preparation has left CTE educators and administrators with little basis for imagining meaningful, research-based initiatives to support multilingual students. In this paper, I describe an ongoing equity-focused PD initiative undertaken by a large regional CTE center to address the needs of multilingal students and advance equity in CTE programs. The program foregrounded professional development opportunities for teachers and administrators to ensure that equity is pursued on a systemic level.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"209 - 216"},"PeriodicalIF":2.1,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47926924","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 : 2022-06-29DOI: 10.1080/19313152.2022.2081285
Julie Sawyer, Lauren Luciani, Nicole Bastiaanse-Fritch, Shannon Gagne, C. Parsons
ABSTRACT Multilingual learners, some of whom are also new immigrants to the United States, are a growing demographic in our K-12 public schools. Unfortunately, multilingual learners find limited academic opportunities in our public schools. This research explores the opportunity gap for our culturally and linguistically diverse students, the positionality of art educators and their capacity to create interdisciplinary connections with their colleagues, and the power of those collaborations. This study focuses on this work in three different Connecticut districts at the elementary and secondary levels. Student artwork, reflections, community exhibits, and the connections of parents and families with the greater community attest to the power of this promising practice in promoting linguistic democracy in our public schools.
{"title":"Multilingual learners, the arts, and family engagement in our public schools","authors":"Julie Sawyer, Lauren Luciani, Nicole Bastiaanse-Fritch, Shannon Gagne, C. Parsons","doi":"10.1080/19313152.2022.2081285","DOIUrl":"https://doi.org/10.1080/19313152.2022.2081285","url":null,"abstract":"ABSTRACT Multilingual learners, some of whom are also new immigrants to the United States, are a growing demographic in our K-12 public schools. Unfortunately, multilingual learners find limited academic opportunities in our public schools. This research explores the opportunity gap for our culturally and linguistically diverse students, the positionality of art educators and their capacity to create interdisciplinary connections with their colleagues, and the power of those collaborations. This study focuses on this work in three different Connecticut districts at the elementary and secondary levels. Student artwork, reflections, community exhibits, and the connections of parents and families with the greater community attest to the power of this promising practice in promoting linguistic democracy in our public schools.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"192 - 208"},"PeriodicalIF":2.1,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45901118","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 : 2022-06-29DOI: 10.1080/19313152.2022.2079470
Matthew R. Deroo
ABSTRACT This article investigates how a community-university partnership between an art-museum and a teacher education program supported university students in a disciplinary literacy course to move beyond the privileging of discrete language systems to extend awareness of learners’ multilingual and multimodal resources as a part of their integrated communicative repertoires. Specifically, the article highlights how engagement at the art museum and two course-based assignments allowed students to negotiate for meaning and make sense of art objects by drawing upon multiple ways to make meaning. Drawing on field notes, student created artifacts, and written reflections, findings show that as future teachers interact with the museum’s art objects, the museum supports emerging awareness of multiliteracies and translanguaging. This includes creating conditions where monolingual students can empathize with the challenges that multilingual students meet in responses to language demands in schools. Implications for using museums as sites of learning in language teacher education are offered.
{"title":"Museums in support of preservice teacher learning: expanding understandings of multiliteracies and translanguaging in content area teaching","authors":"Matthew R. Deroo","doi":"10.1080/19313152.2022.2079470","DOIUrl":"https://doi.org/10.1080/19313152.2022.2079470","url":null,"abstract":"ABSTRACT This article investigates how a community-university partnership between an art-museum and a teacher education program supported university students in a disciplinary literacy course to move beyond the privileging of discrete language systems to extend awareness of learners’ multilingual and multimodal resources as a part of their integrated communicative repertoires. Specifically, the article highlights how engagement at the art museum and two course-based assignments allowed students to negotiate for meaning and make sense of art objects by drawing upon multiple ways to make meaning. Drawing on field notes, student created artifacts, and written reflections, findings show that as future teachers interact with the museum’s art objects, the museum supports emerging awareness of multiliteracies and translanguaging. This includes creating conditions where monolingual students can empathize with the challenges that multilingual students meet in responses to language demands in schools. Implications for using museums as sites of learning in language teacher education are offered.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"227 - 236"},"PeriodicalIF":2.1,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49497444","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 : 2022-06-29DOI: 10.1080/19313152.2022.2079181
Sergio L. Sanchez, Steven Z. Athanases
ABSTRACT All disciplines have particular ways of knowing, common practices, and means of using language that mediate and potentially support engagement with the discipline. For multilingual learners, language demands of a discipline can be a closed door or a facilitated entryway. Drama and theater arts, the focus of our article, are often marginalized in curricula across the grades and therefore receive less attention to relevant disciplinary activities and language demands. In response to this pattern, our paper has several aims. We highlight ways language demands are embedded in drama and theater arts curricula and activities. Second, we describe and analyze ways instruction can attend to these demands and support multilingual learners’ engagements with them. Third, we distill a set of principles that can guide teachers, guest artists, and teacher educators in their work on drama and theater arts with multilingual student populations. To accomplish these aims, we draw upon our own and others’ teaching and research to frame instructional practices that support multilingual students’ engagements with drama and theater activities. Engagements we describe span early childhood through high school years. Tapping our own work in several US states (Illinois, North Carolina, California), as well as in Argentina and the UK, we present data and themes from a high school study featuring drama and theater arts practices used with multilingual learners. We examine how principles from our framework are illustrated in data of the study. We also identify challenges and critical adaptations that may be needed to realize the potential of drama in work with multilingual students. Principles we identify may aid teachers, guest artists, and teacher educators in shaping drama and theater arts activities that spotlight language demands of the discipline(s) of drama and theater and provide supportive and meaningful instruction.
{"title":"Principled practice for drama and theater arts with multilingual learners","authors":"Sergio L. Sanchez, Steven Z. Athanases","doi":"10.1080/19313152.2022.2079181","DOIUrl":"https://doi.org/10.1080/19313152.2022.2079181","url":null,"abstract":"ABSTRACT All disciplines have particular ways of knowing, common practices, and means of using language that mediate and potentially support engagement with the discipline. For multilingual learners, language demands of a discipline can be a closed door or a facilitated entryway. Drama and theater arts, the focus of our article, are often marginalized in curricula across the grades and therefore receive less attention to relevant disciplinary activities and language demands. In response to this pattern, our paper has several aims. We highlight ways language demands are embedded in drama and theater arts curricula and activities. Second, we describe and analyze ways instruction can attend to these demands and support multilingual learners’ engagements with them. Third, we distill a set of principles that can guide teachers, guest artists, and teacher educators in their work on drama and theater arts with multilingual student populations. To accomplish these aims, we draw upon our own and others’ teaching and research to frame instructional practices that support multilingual students’ engagements with drama and theater activities. Engagements we describe span early childhood through high school years. Tapping our own work in several US states (Illinois, North Carolina, California), as well as in Argentina and the UK, we present data and themes from a high school study featuring drama and theater arts practices used with multilingual learners. We examine how principles from our framework are illustrated in data of the study. We also identify challenges and critical adaptations that may be needed to realize the potential of drama in work with multilingual students. Principles we identify may aid teachers, guest artists, and teacher educators in shaping drama and theater arts activities that spotlight language demands of the discipline(s) of drama and theater and provide supportive and meaningful instruction.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"217 - 226"},"PeriodicalIF":2.1,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43673032","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 : 2022-06-29DOI: 10.1080/19313152.2022.2082781
C. Dobbs, C. M. Leider, Johanna M. Tigert
ABSTRACT When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher educators use a reflective, dialogic method to unpack their work with preparing WL teacher candidates to work with CLDLs. This self-study of teacher education practice examines the sensemaking of 20 world language teachers in a course designed to teach them sheltered English immersion approaches to supporting CLDLs. Findings reveal that teachers had very little notion that CLDLs might take additional languages and little support was available to model excellent practice for them. Questions about whether WL courses can provide genuine spaces for multilingual development and implications for preparing WL teachers to support cultural and linguistic diversity are discussed.
{"title":"A space for culturally and linguistically diverse learners?: Using S-STEP to examine world language teacher education","authors":"C. Dobbs, C. M. Leider, Johanna M. Tigert","doi":"10.1080/19313152.2022.2082781","DOIUrl":"https://doi.org/10.1080/19313152.2022.2082781","url":null,"abstract":"ABSTRACT When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher educators use a reflective, dialogic method to unpack their work with preparing WL teacher candidates to work with CLDLs. This self-study of teacher education practice examines the sensemaking of 20 world language teachers in a course designed to teach them sheltered English immersion approaches to supporting CLDLs. Findings reveal that teachers had very little notion that CLDLs might take additional languages and little support was available to model excellent practice for them. Questions about whether WL courses can provide genuine spaces for multilingual development and implications for preparing WL teachers to support cultural and linguistic diversity are discussed.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"16 1","pages":"237 - 245"},"PeriodicalIF":2.1,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44668327","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 : 2022-05-25DOI: 10.1080/19313152.2022.2080445
Hui Zhang, M. Seilhamer, Y. L. Cheung
ABSTRACT Chinatowns, as neighborhoods for overseas ethnic Chinese, have garnered considerable scholarly attention from linguistic landscape (LL) researchers in recent years. These investigations tend to treat old immigrants who have been tied to the neighborhoods for generations as the key text producers of LL, with far too little attention paid to the LL practices of new Chinese immigrants in Chinatowns, who are often associated with transnationalism and the rise of China. Focusing on Singapore’s Chinatown, the present study attempts to explore Chinese Singaporean and new Chinese immigrants’ linguistic choices concerning the Chinese-language signs displayed in the LL. Drawing on 326 instances of signs collected during site visits, the study found that Chinese Singaporeans and new Chinese immigrants make different linguistic choices when projecting their respective authenticities and identities. These findings suggest that there is indeed a linguistic basis for previously expressed arguments that Chinese Singaporean authenticity is threatened by new Chinese immigrants, shedding light on the need to examine the heterogeneity of Chinatown from the perspective of LL. This study enriches the scholarly understanding of LL practices within Chinese diasporic settlements in the East.
{"title":"Identity construction on shop signs in Singapore’s Chinatown: a study of linguistic choices by Chinese Singaporeans and New Chinese immigrants","authors":"Hui Zhang, M. Seilhamer, Y. L. Cheung","doi":"10.1080/19313152.2022.2080445","DOIUrl":"https://doi.org/10.1080/19313152.2022.2080445","url":null,"abstract":"ABSTRACT Chinatowns, as neighborhoods for overseas ethnic Chinese, have garnered considerable scholarly attention from linguistic landscape (LL) researchers in recent years. These investigations tend to treat old immigrants who have been tied to the neighborhoods for generations as the key text producers of LL, with far too little attention paid to the LL practices of new Chinese immigrants in Chinatowns, who are often associated with transnationalism and the rise of China. Focusing on Singapore’s Chinatown, the present study attempts to explore Chinese Singaporean and new Chinese immigrants’ linguistic choices concerning the Chinese-language signs displayed in the LL. Drawing on 326 instances of signs collected during site visits, the study found that Chinese Singaporeans and new Chinese immigrants make different linguistic choices when projecting their respective authenticities and identities. These findings suggest that there is indeed a linguistic basis for previously expressed arguments that Chinese Singaporean authenticity is threatened by new Chinese immigrants, shedding light on the need to examine the heterogeneity of Chinatown from the perspective of LL. This study enriches the scholarly understanding of LL practices within Chinese diasporic settlements in the East.","PeriodicalId":46090,"journal":{"name":"International Multilingual Research Journal","volume":"17 1","pages":"15 - 32"},"PeriodicalIF":2.1,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42226741","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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