Pub Date : 2021-07-03DOI: 10.1080/15235882.2021.1970656
Karina Méndez Pérez
In the United States, historical oppression has shaped the educational view of success, the inclusion (or exclusion) of certain populations of students, and current inequitable conditions. In particular, contemporary science education has suffered from a history of linguistic prejudice and cultural assimilation which has greatly impacted African American and Latinx students’ experiences in science. The cultural and linguistic practices of these particular student groups are often seen as incompatible with practices commonly used by scientists. To engage in science learning in K-12 schools, African American and Latinx students must learn and emulate the language practices (i.e., scientific ways of knowing and communicating) privileged in science education. In Science in the City: Culturally Relevant STEM Education, Bryan A. Brown explores the role that language, race, and culture plays in how African American and Latinx students learn science and develop their disciplinary identity in the United States. Brown, an associate professor of science education at Stanford University, focuses his research on exploring the relationship between student identity, science discourse, culture, and student achievement in science education. In this book, he highlights how students use language practices that reflect their everyday lives and cultures to communicate their understanding of scientific phenomena. Yet, Brown presents in this book how these practices are often not leveraged by educators when teaching discipline-specific concepts. Brown defines everyday language as the use of words and phrases that are not rooted in a specialized activity (e.g., football, knitting, toy rocket building) or scientific language (e.g., chromosomes, citric acid cycle, photosynthesis) but rather words that are accessible to the public. In contrast, academic language is associated with dominant and privileged language practices (i.e., white, middle class, cisgender, English speaking) that inherently position other language practices (e.g., African American Vernacular and Spanglish) as non-academic. In the context of science education, scientific language, a form of academic language, is portrayed as an impersonal and technical form of communication used by scientists that students learn to use in the classroom. Like academic language, scientific language privileges white norms of discourse such as objective observations, taxonomic thinking, and strict turn-talking. Brown posits that the use of everyday language and personal experiences are ways for African American and Latinx students to meaningfully engage and develop their identity as doers of science. He also illustrates the influence that language practices have on how teachers view or position their students. This positioning can impose either a deficit or assetorientation that shapes how students view themselves in the science classroom. Overall, this book adds to the literature base around the intrinsic relationships bet
在美国，历史上的压迫塑造了对成功的教育观、对某些学生群体的包容(或排斥)以及当前的不公平条件。特别是，当代科学教育遭受了语言偏见和文化同化的历史，这极大地影响了非洲裔美国人和拉丁裔学生的科学经历。这些特殊学生群体的文化和语言习惯常常被视为与科学家常用的习惯不相容。为了在K-12学校参与科学学习，非裔美国人和拉丁裔学生必须学习和模仿科学教育中享有特权的语言实践(即科学的认识和交流方式)。在《城市中的科学:与文化相关的STEM教育》一书中，Bryan A. Brown探讨了语言、种族和文化在非裔美国人和拉丁裔学生如何在美国学习科学和发展他们的学科认同方面所起的作用。布朗是斯坦福大学科学教育副教授，他的研究重点是探索学生身份、科学话语、文化和学生在科学教育中的成就之间的关系。在这本书中，他强调了学生如何使用反映他们日常生活和文化的语言实践来交流他们对科学现象的理解。然而，布朗在这本书中指出，在教授特定学科的概念时，教育工作者往往没有利用这些实践。布朗对日常用语的定义是:与某一特定活动(如足球、编织、玩具火箭制造)或科学语言(如染色体、柠檬酸循环、光合作用)无关的词汇和短语的使用，而是公众可以接触到的词汇。相比之下，学术语言与占主导地位和特权的语言实践(即白人，中产阶级，顺性别，讲英语)有关，这些语言实践(例如非洲裔美国人的白话和西班牙式英语)天生就将其他语言实践(例如非洲裔美国人的白话和西班牙式英语)定位为非学术的。在科学教育的背景下，科学语言作为学术语言的一种形式，被描绘成一种非个人的、技术性的交流形式，由科学家使用，学生在课堂上学习使用。与学术语言一样，科学语言也推崇白人话语规范，如客观观察、分类学思维和严格的对话。布朗认为，使用日常语言和个人经历是非洲裔美国人和拉丁裔学生有意义地参与和发展他们作为科学实干者的身份的方式。他还举例说明了语言实践对教师如何看待或定位学生的影响。这种定位可能会造成学生在科学课堂上如何看待自己的缺陷或资产导向。总的来说，这本书通过向教育工作者和教育研究人员展示将有色人种学生(即非洲裔美国人，拉丁裔等)用于理解自然世界的资源纳入科学语言发展的重要性，增加了围绕学生语言实践与其科学学习经验之间内在关系的文献基础。这本书分为两部分:1)语言和文化如何在教学和学习科学中至关重要，2)如何使用文化相关的教学实践来支持非裔美国人和拉丁裔学生的科学学习。在这两部分中，布朗使用了非学术和学术例子、个人轶事、课堂例子、同行评议的STEM教育期刊摘录，以及他的研究团队进行的研究来证明科学的必要性
{"title":"Science in the city: Culturally relevant STEM education, by Bryan A. Brown","authors":"Karina Méndez Pérez","doi":"10.1080/15235882.2021.1970656","DOIUrl":"https://doi.org/10.1080/15235882.2021.1970656","url":null,"abstract":"In the United States, historical oppression has shaped the educational view of success, the inclusion (or exclusion) of certain populations of students, and current inequitable conditions. In particular, contemporary science education has suffered from a history of linguistic prejudice and cultural assimilation which has greatly impacted African American and Latinx students’ experiences in science. The cultural and linguistic practices of these particular student groups are often seen as incompatible with practices commonly used by scientists. To engage in science learning in K-12 schools, African American and Latinx students must learn and emulate the language practices (i.e., scientific ways of knowing and communicating) privileged in science education. In Science in the City: Culturally Relevant STEM Education, Bryan A. Brown explores the role that language, race, and culture plays in how African American and Latinx students learn science and develop their disciplinary identity in the United States. Brown, an associate professor of science education at Stanford University, focuses his research on exploring the relationship between student identity, science discourse, culture, and student achievement in science education. In this book, he highlights how students use language practices that reflect their everyday lives and cultures to communicate their understanding of scientific phenomena. Yet, Brown presents in this book how these practices are often not leveraged by educators when teaching discipline-specific concepts. Brown defines everyday language as the use of words and phrases that are not rooted in a specialized activity (e.g., football, knitting, toy rocket building) or scientific language (e.g., chromosomes, citric acid cycle, photosynthesis) but rather words that are accessible to the public. In contrast, academic language is associated with dominant and privileged language practices (i.e., white, middle class, cisgender, English speaking) that inherently position other language practices (e.g., African American Vernacular and Spanglish) as non-academic. In the context of science education, scientific language, a form of academic language, is portrayed as an impersonal and technical form of communication used by scientists that students learn to use in the classroom. Like academic language, scientific language privileges white norms of discourse such as objective observations, taxonomic thinking, and strict turn-talking. Brown posits that the use of everyday language and personal experiences are ways for African American and Latinx students to meaningfully engage and develop their identity as doers of science. He also illustrates the influence that language practices have on how teachers view or position their students. This positioning can impose either a deficit or assetorientation that shapes how students view themselves in the science classroom. Overall, this book adds to the literature base around the intrinsic relationships bet","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"401 - 404"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48984165","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 : 2021-07-03DOI: 10.1080/15235882.2021.2020024
María E. Fránquiz, Alba A. Ortiz, G. Lara
Long ago, François Gouin chronicled his journey abroad to Germany and his attempt to learn a new language by memorizing an entire dictionary. He self-imposed a “quarantine and prohibited every walk and every dialogue which was not an absolute necessity” (1892, p. 29). Coming out of his isolation, he felt ready to interact with the folks in his new environment and learn at a university. Alas, he found that he could not form intelligible sentences and so was unable to interact with locals or understand the lectures he had deprived himself of all month long. With each failed attempt, he returned to his room to memorize more reference tools. At one time he became temporarily blind yet, he returned to his process. Finally, he gave up. Returning home after an absence of nearly a year, he found that his nephew of three years was now speaking with a very well-developed vocabulary. Intrigued by the magical process of language acquisition, he set out to observe his nephew’s language skills. He noticed how his nephew learned by engaging in multimodal activities, pausing to ask questions, and revoicing what the adults had explained. His nephew’s world of interacting with new content knowledge and language was a stark contrast to his dependency on memorization. Gouin realized the importance of observing, practicing, and learning language in a meaningful context. Similarly, Emergent Bilinguals are poised to acquire both content and language when the classroom is set up to build on the foundation learners already bring to the classroom and provides socioculturally rich, context-embedded opportunities to continue to develop their native language skills and to acquire new content. Surely, Gouin had a wealth of knowledge that he could have used to make connections in his new environment. Today, bilingual education classes provide children with opportunities to experience language across the content areas like mathematics, science, social studies, music, and art to name a few. Learning is dynamic, a stark contrast to learning in isolation and through memorization.
{"title":"Examining multidirectional flows of language and knowledge for equitable access to STEM and biliteracy education","authors":"María E. Fránquiz, Alba A. Ortiz, G. Lara","doi":"10.1080/15235882.2021.2020024","DOIUrl":"https://doi.org/10.1080/15235882.2021.2020024","url":null,"abstract":"Long ago, François Gouin chronicled his journey abroad to Germany and his attempt to learn a new language by memorizing an entire dictionary. He self-imposed a “quarantine and prohibited every walk and every dialogue which was not an absolute necessity” (1892, p. 29). Coming out of his isolation, he felt ready to interact with the folks in his new environment and learn at a university. Alas, he found that he could not form intelligible sentences and so was unable to interact with locals or understand the lectures he had deprived himself of all month long. With each failed attempt, he returned to his room to memorize more reference tools. At one time he became temporarily blind yet, he returned to his process. Finally, he gave up. Returning home after an absence of nearly a year, he found that his nephew of three years was now speaking with a very well-developed vocabulary. Intrigued by the magical process of language acquisition, he set out to observe his nephew’s language skills. He noticed how his nephew learned by engaging in multimodal activities, pausing to ask questions, and revoicing what the adults had explained. His nephew’s world of interacting with new content knowledge and language was a stark contrast to his dependency on memorization. Gouin realized the importance of observing, practicing, and learning language in a meaningful context. Similarly, Emergent Bilinguals are poised to acquire both content and language when the classroom is set up to build on the foundation learners already bring to the classroom and provides socioculturally rich, context-embedded opportunities to continue to develop their native language skills and to acquire new content. Surely, Gouin had a wealth of knowledge that he could have used to make connections in his new environment. Today, bilingual education classes provide children with opportunities to experience language across the content areas like mathematics, science, social studies, music, and art to name a few. Learning is dynamic, a stark contrast to learning in isolation and through memorization.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"275 - 280"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41836484","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 : 2021-07-03DOI: 10.1080/15235882.2021.1998806
Liliana Grosso Richins, Holly Hansen-Thomas, Victor Lozada, Suzan South, Mary Amanda Stewart
ABSTRACT This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children’s education, and how teachers activate families’ capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by communicating high expectations to their children; social capital by building relationships with teachers; and resistant capital by prioritizing their children’s heritage language. The five participating teachers activate families’ cultural wealth by knowing their background; communicating high expectations; sanctioning culturally sustaining spaces; modeling strategies for at-home support; and creating a safe school environment.
{"title":"Understanding the power of Latinx families to support the academic and personal development of their children","authors":"Liliana Grosso Richins, Holly Hansen-Thomas, Victor Lozada, Suzan South, Mary Amanda Stewart","doi":"10.1080/15235882.2021.1998806","DOIUrl":"https://doi.org/10.1080/15235882.2021.1998806","url":null,"abstract":"ABSTRACT This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children’s education, and how teachers activate families’ capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by communicating high expectations to their children; social capital by building relationships with teachers; and resistant capital by prioritizing their children’s heritage language. The five participating teachers activate families’ cultural wealth by knowing their background; communicating high expectations; sanctioning culturally sustaining spaces; modeling strategies for at-home support; and creating a safe school environment.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"381 - 400"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44327037","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 : 2021-04-03DOI: 10.1080/15235882.2021.1963014
J. McClain, Jeannette Mancilla‐Martinez, Israel Flores, Laura Buckley
ABSTRACT Emergent bilinguals (EB) from Spanish-speaking homes are an already large and rapidly growing population in the U.S., yet limited research examines their language environments, particularly in the English dominant contexts where most attend school. This explanatory sequential mixed-methods study first quantitatively examines adults’ use of Spanish and use of questions in audio recordings captured by microphones worn by EBs (N = 12) in English dominant preschools. Because a correlation between use of Spanish and use of open-ended questions was found, the authors engaged in further qualitative analysis of Spanish utilization to gain insight into the nature of the relationship. Qualitative analysis suggests that teachers’ use of translanguaging enabled EBs to participate more fully in English dominant classrooms.
{"title":"Translanguaging to support emergent bilingual students in English dominant preschools: An explanatory sequential mixed-method study","authors":"J. McClain, Jeannette Mancilla‐Martinez, Israel Flores, Laura Buckley","doi":"10.1080/15235882.2021.1963014","DOIUrl":"https://doi.org/10.1080/15235882.2021.1963014","url":null,"abstract":"ABSTRACT Emergent bilinguals (EB) from Spanish-speaking homes are an already large and rapidly growing population in the U.S., yet limited research examines their language environments, particularly in the English dominant contexts where most attend school. This explanatory sequential mixed-methods study first quantitatively examines adults’ use of Spanish and use of questions in audio recordings captured by microphones worn by EBs (N = 12) in English dominant preschools. Because a correlation between use of Spanish and use of open-ended questions was found, the authors engaged in further qualitative analysis of Spanish utilization to gain insight into the nature of the relationship. Qualitative analysis suggests that teachers’ use of translanguaging enabled EBs to participate more fully in English dominant classrooms.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"158 - 173"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43568035","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 : 2021-04-03DOI: 10.1080/15235882.2021.1942324
Christopher J. Wagner
ABSTRACT Reading identities are the ways that a person constructs the self as a reader across contexts and time. This study explores reading identities as a developmental process in multilingual children in prekindergarten and kindergarten. Participants were six children ages three to four participating in a Chinese-English family literacy program over a two year period. Children’s reading identities were examined across years and across children to describe areas of development in how children expressed reading identities. Findings describe areas of growth and stability in the reading development of young children that includes their first years of formal schooling.
{"title":"Reading identities as a developmental process: changes in Chinese-English learners from prekindergarten to kindergarten","authors":"Christopher J. Wagner","doi":"10.1080/15235882.2021.1942324","DOIUrl":"https://doi.org/10.1080/15235882.2021.1942324","url":null,"abstract":"ABSTRACT Reading identities are the ways that a person constructs the self as a reader across contexts and time. This study explores reading identities as a developmental process in multilingual children in prekindergarten and kindergarten. Participants were six children ages three to four participating in a Chinese-English family literacy program over a two year period. Children’s reading identities were examined across years and across children to describe areas of development in how children expressed reading identities. Findings describe areas of growth and stability in the reading development of young children that includes their first years of formal schooling.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"174 - 188"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15235882.2021.1942324","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47075679","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 : 2021-04-03DOI: 10.1080/15235882.2021.1942325
Juan A. Freire, Enrique Alemán
ABSTRACT With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers, this study analyzes teachers’ perceptions and discourses regarding tensions related to the Spanish-English two-way bilingual education program at their urban elementary school. Findings from a thematic analysis approach pointed to teachers’ discourses of elitism and divisiveness in relation to the DLBE strand based on racial tensions and school inequities, including what we call intra-racial DLBE gentrification. These findings are based on how educators experienced tensions regarding this bilingual program related to (a) the composition of the student body in terms of perceived quality and quantity, (b) cognitive and academic benefits, (c) resources provided by a university partnership, and (d) parental involvement. Implications for administrators and teacher preparation programs toward equity and school integration with DLBE strands are discussed.
{"title":"“Two schools within a school”: Elitism, divisiveness, and intra-racial gentrification in a dual language strand","authors":"Juan A. Freire, Enrique Alemán","doi":"10.1080/15235882.2021.1942325","DOIUrl":"https://doi.org/10.1080/15235882.2021.1942325","url":null,"abstract":"ABSTRACT With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers, this study analyzes teachers’ perceptions and discourses regarding tensions related to the Spanish-English two-way bilingual education program at their urban elementary school. Findings from a thematic analysis approach pointed to teachers’ discourses of elitism and divisiveness in relation to the DLBE strand based on racial tensions and school inequities, including what we call intra-racial DLBE gentrification. These findings are based on how educators experienced tensions regarding this bilingual program related to (a) the composition of the student body in terms of perceived quality and quantity, (b) cognitive and academic benefits, (c) resources provided by a university partnership, and (d) parental involvement. Implications for administrators and teacher preparation programs toward equity and school integration with DLBE strands are discussed.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"249 - 269"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15235882.2021.1942325","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49150741","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 : 2021-04-03DOI: 10.1080/15235882.2021.1976584
Alba A. Ortiz, María E. Fránquiz, G. Lara
Schools in the U.S. have yet to achieve the goal that every student read at grade level or above by the end of grade 3, a goal first articulated twenty years ago in the No Child Left Behind Act of 2001. In 2019, a third of fourth graders who took the National Assessment of Educational Progress (NAEP) scored below the basic proficiency level in reading; only 35% read at the proficient level (U.S. Department of Education, 2020). Of emergent bilinguals who took the 2017 NAEP assessment, 68% of both 4 and 8 graders scored below the basic reading proficiency level, compared to 29% of their 4 and 22% of their 8 grade native English speaking peers (U. S Department of Education, 2018). NAEP results are conducted in English, a language ELs have not yet mastered, so results are likely an underestimate of their actual reading abilities. Nonetheless, the data are concerning because they are essentially the same as the results reported for the 2007 NAEP assessment when 70% of emergent bilinguals performed at or below basic proficiency. Limited progress has been made in closing achievement gaps between ELs taught to read in English and their native English speaking peers. Every few years, concerns about the low reading performance of students in the U.S. give rise to what are popularly referred to as “reading wars.” A battle is currently underway in response to the growing number of states that have passed legislation requiring that teachers demonstrate proficiency in implementing the Science of Teaching Reading (SOTR). Most SOTR laws mandate teaching the “big five” elements of reading–phonemic awareness, phonics, fluency, vocabulary, and comprehension. However, at the center of the debate is that policy and law emphasize phonics as the most important element of early reading instruction, raising concern that other essential elements of reading instruction will be minimized. State education agencies (SEAs) are developing compliance documents to guide implementation of SOTR principles as delineated in their respective legislation. Some guidance documents require that SOTR principles be used with all students, based on the assumption that the principles can be applied the same way whether students are native English speakers or emergent bilinguals who are learning to read in a language other than English or in English as a second language. Other documents focus on instruction for native English speakers, but “infuse” content related to emergent bilinguals. Few specifically address how to teach reading to emergent bilinguals in the native language, when and how to introduce English reading, or how to teach reading using English as a Second Language/ English Language Development (ESL/ ELD) approaches.
{"title":"The science of teaching reading and English learners: Understanding the issues and advocating for equity","authors":"Alba A. Ortiz, María E. Fránquiz, G. Lara","doi":"10.1080/15235882.2021.1976584","DOIUrl":"https://doi.org/10.1080/15235882.2021.1976584","url":null,"abstract":"Schools in the U.S. have yet to achieve the goal that every student read at grade level or above by the end of grade 3, a goal first articulated twenty years ago in the No Child Left Behind Act of 2001. In 2019, a third of fourth graders who took the National Assessment of Educational Progress (NAEP) scored below the basic proficiency level in reading; only 35% read at the proficient level (U.S. Department of Education, 2020). Of emergent bilinguals who took the 2017 NAEP assessment, 68% of both 4 and 8 graders scored below the basic reading proficiency level, compared to 29% of their 4 and 22% of their 8 grade native English speaking peers (U. S Department of Education, 2018). NAEP results are conducted in English, a language ELs have not yet mastered, so results are likely an underestimate of their actual reading abilities. Nonetheless, the data are concerning because they are essentially the same as the results reported for the 2007 NAEP assessment when 70% of emergent bilinguals performed at or below basic proficiency. Limited progress has been made in closing achievement gaps between ELs taught to read in English and their native English speaking peers. Every few years, concerns about the low reading performance of students in the U.S. give rise to what are popularly referred to as “reading wars.” A battle is currently underway in response to the growing number of states that have passed legislation requiring that teachers demonstrate proficiency in implementing the Science of Teaching Reading (SOTR). Most SOTR laws mandate teaching the “big five” elements of reading–phonemic awareness, phonics, fluency, vocabulary, and comprehension. However, at the center of the debate is that policy and law emphasize phonics as the most important element of early reading instruction, raising concern that other essential elements of reading instruction will be minimized. State education agencies (SEAs) are developing compliance documents to guide implementation of SOTR principles as delineated in their respective legislation. Some guidance documents require that SOTR principles be used with all students, based on the assumption that the principles can be applied the same way whether students are native English speakers or emergent bilinguals who are learning to read in a language other than English or in English as a second language. Other documents focus on instruction for native English speakers, but “infuse” content related to emergent bilinguals. Few specifically address how to teach reading to emergent bilinguals in the native language, when and how to introduce English reading, or how to teach reading using English as a Second Language/ English Language Development (ESL/ ELD) approaches.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"153 - 157"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42996595","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 : 2021-04-03DOI: 10.1080/15235882.2021.1958395
Muhammad Younas, Xue Qingyu
{"title":"Bilingual education and minority language maintenance in China: the role of schools in saving the Yi language, edited by L. Zhang and L. Tsung","authors":"Muhammad Younas, Xue Qingyu","doi":"10.1080/15235882.2021.1958395","DOIUrl":"https://doi.org/10.1080/15235882.2021.1958395","url":null,"abstract":"","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"270 - 273"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41415793","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 : 2021-04-03DOI: 10.1080/15235882.2021.1950075
Adriana Álvarez, Sandra A. Butvilofsky
ABSTRACT This study examined the biliterate writing abilities and development of 25 Spanish-English Latinx children over the course of their first-grade year. As part of their regular classroom instruction, each student created 16 writing compositions over the year, once a month, eight entries each in Spanish and English. Using embedded mixed methods and a holistic view of bilingualism, nearly 400 writing samples were analyzed for various aspects of writing development: ideas expressed, spelling, punctuation use, and grammar, as well as cross-language transfers. Through this analysis, the authors documented the children’s biliterate writing growth across time, although growth was not always linear across languages or in all writing abilities. In the beginning of the year, children demonstrated greater abilities in Spanish than English, but as the year progressed, abilities across languages were comparable. This work is significant to the field of bilingual and biliteracy instruction as understandings of biliterate writing development and practices to develop biliteracy are needed.
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Pub Date : 2021-04-03DOI: 10.1080/15235882.2021.1942323
Brittany L. Frieson, Makenzi Scalise
ABSTRACT Drawing on translanguaging and raciolinguistics frameworks in an ethnographic case study, this article contextualizes how young Black American children engage in rich literacy practices to validate their cultural and linguistic identities in an elementary, two-way immersion bilingual program. Findings demonstrated that despite teachers’ perceived flexible linguistic spaces, Black American students mediated their verbal dexterities while resisting hegemonic whiteness norms in bilingual programs to create space for linguistic flexibility. The authors share implications for bilingual teachers who teach African American children and call for bilingual educators to reimagine a transformative space that moves from translanguaging policies to explicitly valuing the unique linguistic repertoires of Black children.
{"title":"Linguistic artistry and flexibility in dual-language bilingual classrooms: young Black children’s language and literacy practices","authors":"Brittany L. Frieson, Makenzi Scalise","doi":"10.1080/15235882.2021.1942323","DOIUrl":"https://doi.org/10.1080/15235882.2021.1942323","url":null,"abstract":"ABSTRACT Drawing on translanguaging and raciolinguistics frameworks in an ethnographic case study, this article contextualizes how young Black American children engage in rich literacy practices to validate their cultural and linguistic identities in an elementary, two-way immersion bilingual program. Findings demonstrated that despite teachers’ perceived flexible linguistic spaces, Black American students mediated their verbal dexterities while resisting hegemonic whiteness norms in bilingual programs to create space for linguistic flexibility. The authors share implications for bilingual teachers who teach African American children and call for bilingual educators to reimagine a transformative space that moves from translanguaging policies to explicitly valuing the unique linguistic repertoires of Black children.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"213 - 230"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43139737","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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