Pub Date : 2023-04-03DOI: 10.1080/15235882.2023.2231393
Alexandra Babino, Kimberly R Munoz
ABSTRACT In a bilingual teacher preparation milieu fraught with high stakes and little time to develop biliteracies in humanizing ways, the researchers engaged in a comparative case study of two types of bilingual pre-service teachers, a heritage bilingual and an initially Spanish-dominant bilingual, to explore how they grew in their biliteracies after the redesign of three bilingual teacher preparation courses. Focused on holistic biliteracies and a Latina/Chicana embodied pedagogies of care, the data collection including discussion posts, papers, lesson plans, surveys, and interviews over three years. Findings reveal the biliteracies development process (the many ways of making meaning in and between languages) for both students followed a camino of convivencia, a journey with incisive stages with guides that encouraged their biliteracies and bilingual identities. They were further marked by highs and lows in confidence, as they contrasted their own biliteracies with others. Importantly, they each connected their biliteracies journeys to those of their future students, which they envisioned as a legacy of courage. Taken together, this study adds nuance to how holistic biliteracies a can be intentionally and comprehensively developed for two typologies of language minoritized students in bilingual teacher preparation programs while also preparing them for bilingual teacher certification.
{"title":"Caminos de convivencia: A comparative case study of bilingual pre-service teachers’ biliteracies development","authors":"Alexandra Babino, Kimberly R Munoz","doi":"10.1080/15235882.2023.2231393","DOIUrl":"https://doi.org/10.1080/15235882.2023.2231393","url":null,"abstract":"ABSTRACT In a bilingual teacher preparation milieu fraught with high stakes and little time to develop biliteracies in humanizing ways, the researchers engaged in a comparative case study of two types of bilingual pre-service teachers, a heritage bilingual and an initially Spanish-dominant bilingual, to explore how they grew in their biliteracies after the redesign of three bilingual teacher preparation courses. Focused on holistic biliteracies and a Latina/Chicana embodied pedagogies of care, the data collection including discussion posts, papers, lesson plans, surveys, and interviews over three years. Findings reveal the biliteracies development process (the many ways of making meaning in and between languages) for both students followed a camino of convivencia, a journey with incisive stages with guides that encouraged their biliteracies and bilingual identities. They were further marked by highs and lows in confidence, as they contrasted their own biliteracies with others. Importantly, they each connected their biliteracies journeys to those of their future students, which they envisioned as a legacy of courage. Taken together, this study adds nuance to how holistic biliteracies a can be intentionally and comprehensively developed for two typologies of language minoritized students in bilingual teacher preparation programs while also preparing them for bilingual teacher certification.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"176 - 201"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41765280","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 : 2023-04-03DOI: 10.1080/15235882.2023.2235300
Genesis D. Arizmendi, M. F. Asencio Pimentel, Jui‐Teng Li, H. Swanson
ABSTRACT The phonological loop of the working memory system plays a key role in language learning. This study examined the trajectories between two dual-language learner groups (English Learners [ELs] and Spanish Learners [SLs]) on phonological loop measures in L1 and L2. At Grade 1, children completed a battery of vocabulary and cognitive measures and were retested in Grade 3. A series of random effects ANOVAs showed that SLs outperformed ELs on English loop measures, with strong growth in the English loop, but not in Spanish. No significant difference in Spanish loop performance occurred at Grade 3. Considerations for future research and practical implications are discussed.
{"title":"The phonological loop and dual language learning: Do growth differences exist across languages?","authors":"Genesis D. Arizmendi, M. F. Asencio Pimentel, Jui‐Teng Li, H. Swanson","doi":"10.1080/15235882.2023.2235300","DOIUrl":"https://doi.org/10.1080/15235882.2023.2235300","url":null,"abstract":"ABSTRACT The phonological loop of the working memory system plays a key role in language learning. This study examined the trajectories between two dual-language learner groups (English Learners [ELs] and Spanish Learners [SLs]) on phonological loop measures in L1 and L2. At Grade 1, children completed a battery of vocabulary and cognitive measures and were retested in Grade 3. A series of random effects ANOVAs showed that SLs outperformed ELs on English loop measures, with strong growth in the English loop, but not in Spanish. No significant difference in Spanish loop performance occurred at Grade 3. Considerations for future research and practical implications are discussed.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"64 - 81"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43352903","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 : 2023-04-03DOI: 10.1080/15235882.2023.2225455
Nelly Paulina Trejo Guzmán, Alberto Mora Vázquez, Karla Lorena Andrade Rubio
ABSTRACT Over the last decade, unprecedented numbers of students of Mexican origin have been transitioning from the U.S. to Mexico. The presence of these students in Mexican schools has raised concerns regarding the challenges they face and the possible squandering of their linguistic and cultural asset. In this article, we contribute to an understanding of the question of why some individuals experience this transition as difficult, but not others. Drawing on a research project about the experiences of migrant students in public elementary schools of Tamaulipas, Mexico, we analyze how migrant children’s narratives portray the interrelationship between migratory moves, schooling experiences, and the implications this has for their bicultural and bilingual identities. The phenomenological approach of the study suggests that participants’ narratives emphasize the interplay between individual identities and the wider sociolinguistic, institutional and political context, which lead to divergent processes and outcomes of their transition. Implications for further research and policy are outlined.
{"title":"Navigating the transition from the American into the Mexican educational system: Transnational students’ experiences","authors":"Nelly Paulina Trejo Guzmán, Alberto Mora Vázquez, Karla Lorena Andrade Rubio","doi":"10.1080/15235882.2023.2225455","DOIUrl":"https://doi.org/10.1080/15235882.2023.2225455","url":null,"abstract":"ABSTRACT Over the last decade, unprecedented numbers of students of Mexican origin have been transitioning from the U.S. to Mexico. The presence of these students in Mexican schools has raised concerns regarding the challenges they face and the possible squandering of their linguistic and cultural asset. In this article, we contribute to an understanding of the question of why some individuals experience this transition as difficult, but not others. Drawing on a research project about the experiences of migrant students in public elementary schools of Tamaulipas, Mexico, we analyze how migrant children’s narratives portray the interrelationship between migratory moves, schooling experiences, and the implications this has for their bicultural and bilingual identities. The phenomenological approach of the study suggests that participants’ narratives emphasize the interplay between individual identities and the wider sociolinguistic, institutional and political context, which lead to divergent processes and outcomes of their transition. Implications for further research and policy are outlined.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"142 - 157"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48573739","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 : 2023-04-03DOI: 10.1080/15235882.2023.2222691
Devon Hedrick-Shaw
{"title":"Innovative curricular and pedagogical designs in bilingual teacher education: Bridging the distance with school contexts, by Cristian Aquino-Sterling, Mileidis Gort, and Belinda Bustos Flores","authors":"Devon Hedrick-Shaw","doi":"10.1080/15235882.2023.2222691","DOIUrl":"https://doi.org/10.1080/15235882.2023.2222691","url":null,"abstract":"","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"202 - 204"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41774236","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 : 2023-04-03DOI: 10.1080/15235882.2023.2228244
Georgia Earnest García, María G. Lang
ABSTRACT In this longitudinal, qualitative case study, critical pedagogical and sociocultural perspectives were employed to analyze the language and literacy strengths, challenges, inequities, and gentrification issues that characterized the first three years of a two-way, 50–50 Spanish-English dual-language (DL) program’s implementation, and how the DL staff addressed the challenges, inequities, and gentrification issues. Examples of strengths were a balanced Spanish-English instructional schedule, literacy materials in Spanish and English, and the presence of translanguaging. Some challenges were the required use of instructional reading materials and English report cards employed with the district’s monolingual English-speaking students, and finding time to teach literacy in both languages. Several initial gentrification issues were allowing more students from English-speaking families to enroll in the DL program than students from Spanish-speaking families and not providing Spanish report cards. Although the DL personnel resolved some of the inequities and gentrification issues, the district’s actions and policies undermined the DL program’s bilingual and biliteracy goals. The English-dominant students were privileged compared to the Spanish-dominant students, and the DL students’ English performance was prioritized over their Spanish performance. The importance of working with district staff to develop political and ideological clarity along with educational and research implications are highlighted.
{"title":"A longitudinal study of strengths, challenges, and inequities in a Spanish-English dual-language program","authors":"Georgia Earnest García, María G. Lang","doi":"10.1080/15235882.2023.2228244","DOIUrl":"https://doi.org/10.1080/15235882.2023.2228244","url":null,"abstract":"ABSTRACT In this longitudinal, qualitative case study, critical pedagogical and sociocultural perspectives were employed to analyze the language and literacy strengths, challenges, inequities, and gentrification issues that characterized the first three years of a two-way, 50–50 Spanish-English dual-language (DL) program’s implementation, and how the DL staff addressed the challenges, inequities, and gentrification issues. Examples of strengths were a balanced Spanish-English instructional schedule, literacy materials in Spanish and English, and the presence of translanguaging. Some challenges were the required use of instructional reading materials and English report cards employed with the district’s monolingual English-speaking students, and finding time to teach literacy in both languages. Several initial gentrification issues were allowing more students from English-speaking families to enroll in the DL program than students from Spanish-speaking families and not providing Spanish report cards. Although the DL personnel resolved some of the inequities and gentrification issues, the district’s actions and policies undermined the DL program’s bilingual and biliteracy goals. The English-dominant students were privileged compared to the Spanish-dominant students, and the DL students’ English performance was prioritized over their Spanish performance. The importance of working with district staff to develop political and ideological clarity along with educational and research implications are highlighted.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"9 - 24"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46585483","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 : 2023-04-03DOI: 10.1080/15235882.2023.2210090
Lillian Durán, L. López, Alisha K. Wackerle-Hollman, Alejandra Miranda, Brook E. Sawyer, C. Hammer
ABSTRACT The Language Interaction Snapshot (LISn; Sprachman et al., 2009) was used to measure the quantity and quality of language interactions in English and Spanish in 143 preschool classrooms serving Spanish-speaking dual language learners. Both teachers (n = 112) and assistant teachers (n = 92) were included in analyses with a total of 461 Spanish-speaking children. We report the amount of English and Spanish as well as types of language scaffolding used by teachers and assistants. We also disaggregate by classroom language model (Spanish, bilingual, or English instruction) and explore the amount of Spanish and English specifically used by Spanish-speaking teachers and assistants. Seventy five percent of cycles had no language coded and of the rest English was the most frequently used across all classroom language models including with Spanish-speaking teachers and assistants. Implications for improving classroom language environments for DLLs are presented as well as future research directions.
{"title":"Look who’s talking now: Examining language use with dual language learners in preschool classrooms","authors":"Lillian Durán, L. López, Alisha K. Wackerle-Hollman, Alejandra Miranda, Brook E. Sawyer, C. Hammer","doi":"10.1080/15235882.2023.2210090","DOIUrl":"https://doi.org/10.1080/15235882.2023.2210090","url":null,"abstract":"ABSTRACT The Language Interaction Snapshot (LISn; Sprachman et al., 2009) was used to measure the quantity and quality of language interactions in English and Spanish in 143 preschool classrooms serving Spanish-speaking dual language learners. Both teachers (n = 112) and assistant teachers (n = 92) were included in analyses with a total of 461 Spanish-speaking children. We report the amount of English and Spanish as well as types of language scaffolding used by teachers and assistants. We also disaggregate by classroom language model (Spanish, bilingual, or English instruction) and explore the amount of Spanish and English specifically used by Spanish-speaking teachers and assistants. Seventy five percent of cycles had no language coded and of the rest English was the most frequently used across all classroom language models including with Spanish-speaking teachers and assistants. Implications for improving classroom language environments for DLLs are presented as well as future research directions.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"25 - 46"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43027066","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 : 2023-04-03DOI: 10.1080/15235882.2023.2225460
Leslie M. Gauna, Judith A. Márquez, Laurie R. Weaver, Jane Cooper
ABSTRACT Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system. Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system. Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and studen
{"title":"Bilingual teacher candidates and their professors: Efforts to pass a Spanish proficiency certification exam","authors":"Leslie M. Gauna, Judith A. Márquez, Laurie R. Weaver, Jane Cooper","doi":"10.1080/15235882.2023.2225460","DOIUrl":"https://doi.org/10.1080/15235882.2023.2225460","url":null,"abstract":"ABSTRACT Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system. Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system. Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and studen","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"158 - 175"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49622420","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 : 2023-04-03DOI: 10.1080/15235882.2023.2221195
Lisa M. Domke
ABSTRACT With much focus on English development in United States schools and research, less is known about how bilinguals develop literacy in their home languages without sustained formal instruction. This qualitative study of reading strategies addressed that gap. It examined how young bilinguals used English literacy knowledge gained through formal instruction to develop biliteracy, specifically literacy skills in their home language of Spanish. Five third- and fifth-grade Spanish-English bilinguals read three dual-language books and engaged in two verbal protocols. Analysis of student interviews, running records, verbal protocols, and video recordings of reading sessions found that students used English phonological knowledge to support decoding. To read the Spanish text, they also relied on memory of and direct references to the book’s English text along with their Spanish oral language knowledge. Findings provide evidence of students leveraging oral and written linguistic knowledge across the Continua of Biliteracy to support their biliteracy development. Implications are discussed for bilingual reading development and instruction.
{"title":"Latinx bilinguals using dual-language books to develop biliteracy","authors":"Lisa M. Domke","doi":"10.1080/15235882.2023.2221195","DOIUrl":"https://doi.org/10.1080/15235882.2023.2221195","url":null,"abstract":"ABSTRACT With much focus on English development in United States schools and research, less is known about how bilinguals develop literacy in their home languages without sustained formal instruction. This qualitative study of reading strategies addressed that gap. It examined how young bilinguals used English literacy knowledge gained through formal instruction to develop biliteracy, specifically literacy skills in their home language of Spanish. Five third- and fifth-grade Spanish-English bilinguals read three dual-language books and engaged in two verbal protocols. Analysis of student interviews, running records, verbal protocols, and video recordings of reading sessions found that students used English phonological knowledge to support decoding. To read the Spanish text, they also relied on memory of and direct references to the book’s English text along with their Spanish oral language knowledge. Findings provide evidence of students leveraging oral and written linguistic knowledge across the Continua of Biliteracy to support their biliteracy development. Implications are discussed for bilingual reading development and instruction.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"100 - 116"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44645668","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 : 2023-04-03DOI: 10.1080/15235882.2023.2250232
Alba A. Ortiz, María E. Fránquiz, G. Lara
Teacher Education: Bridging the Distance with School
教师教育:拉近与学校的距离
{"title":"What matters in the education of emergent bilinguals?","authors":"Alba A. Ortiz, María E. Fránquiz, G. Lara","doi":"10.1080/15235882.2023.2250232","DOIUrl":"https://doi.org/10.1080/15235882.2023.2250232","url":null,"abstract":"Teacher Education: Bridging the Distance with School","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"1 - 8"},"PeriodicalIF":1.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46801102","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 : 2023-03-22DOI: 10.1080/15235882.2023.2189174
Idalia Nuñez, Jiadi Zhang, Dalia Hernandez Farias, Maria Elizabeth Becerra
ABSTRACT Translanguaging, the fluid and dynamic language practices of bilinguals, reimagines language learning and offers the possibility of a more equitable academic experience for active bilingual students of Color, which was the impetus for our inquiry. This article presents the findings of an ethnographic study conducted in a second-grade dual-language classroom that focused on how bilanguaging love is manifested through the perspectives and approaches to translanguaging of bilingual students and their bilingual teacher. Drawing on the concepts of translanguaging and bilanguaging love, we present two main findings: (1) Generative translanguaging perspectives, and (2) Confronting tensions with and through translanguaging. The findings have important implications for translanguaging implementation in bilingual spaces and recognizing that the work involved in this approach is sustained by love for and with bilingual students and communities of Color.
{"title":"“They are. Bilingual.”: Manifestations of bilanguaging love in a dual language bilingual classroom","authors":"Idalia Nuñez, Jiadi Zhang, Dalia Hernandez Farias, Maria Elizabeth Becerra","doi":"10.1080/15235882.2023.2189174","DOIUrl":"https://doi.org/10.1080/15235882.2023.2189174","url":null,"abstract":"ABSTRACT Translanguaging, the fluid and dynamic language practices of bilinguals, reimagines language learning and offers the possibility of a more equitable academic experience for active bilingual students of Color, which was the impetus for our inquiry. This article presents the findings of an ethnographic study conducted in a second-grade dual-language classroom that focused on how bilanguaging love is manifested through the perspectives and approaches to translanguaging of bilingual students and their bilingual teacher. Drawing on the concepts of translanguaging and bilanguaging love, we present two main findings: (1) Generative translanguaging perspectives, and (2) Confronting tensions with and through translanguaging. The findings have important implications for translanguaging implementation in bilingual spaces and recognizing that the work involved in this approach is sustained by love for and with bilingual students and communities of Color.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"46 1","pages":"47 - 63"},"PeriodicalIF":1.6,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47663360","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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