Pub Date : 2023-02-17DOI: 10.1080/15235882.2023.2174204
Nicholas C. Block
ABSTRACT Measures of 31 Latinx students’ attitudes in a Grade 5 Spanish dual language bilingual education (DLBE) program were compared with those of the same students four years prior. Twenty-one mainstream English students comprised a comparison group for the same time period. Some statistically significant changes occurred for students in DLBE related to loss of enthusiasm toward Spanish, but this loss was attenuated for ELLs; similar changes occurred for mainstream English students, with a few exceptions. Measures related to multiculturalism increased marginally for students in both programs. Implications are discussed regarding equitable spaces to nurture the sociocultural competence of bilingual students.
{"title":"Students’ attitudinal development in a dual language bilingual education program from Grade 1 to Grade 5","authors":"Nicholas C. Block","doi":"10.1080/15235882.2023.2174204","DOIUrl":"https://doi.org/10.1080/15235882.2023.2174204","url":null,"abstract":"ABSTRACT Measures of 31 Latinx students’ attitudes in a Grade 5 Spanish dual language bilingual education (DLBE) program were compared with those of the same students four years prior. Twenty-one mainstream English students comprised a comparison group for the same time period. Some statistically significant changes occurred for students in DLBE related to loss of enthusiasm toward Spanish, but this loss was attenuated for ELLs; similar changes occurred for mainstream English students, with a few exceptions. Measures related to multiculturalism increased marginally for students in both programs. Implications are discussed regarding equitable spaces to nurture the sociocultural competence of bilingual students.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"337 - 357"},"PeriodicalIF":1.6,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48731131","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 : 2023-02-17DOI: 10.1080/15235882.2022.2200128
María E. Fránquiz, Alba A. Ortiz, G. Lara
Perhaps one of the most salient lessons from the pandemic is that teachers took the same stance; they prioritized being agents for change in addressing the three giants: injustice, fear and ignorance in their classrooms and beyond. During protests in the streets for justice and fairness toward folks who arrive in the U.S. and look and speak differently than we do, it was teachers who recognized the importance of strengthening knowledge about humanizing relationships among students, their families and our local, national and international communities. The recognition of teachers’ critical consciousness of 21 century needs and the talents they bring to the education profession is too often set aside, as occurred during and after the pandemic. Yet, diverse family goals, changes in school resources, and awareness of breakdowns in community wellbeing are not daily intrusions in teacher’s lesson plans. Rather, they reflect topics to be viewed and discussed through the lens of a democratic classroom that values diverse people and diverse perspectives. While teachers are highly qualified in their craft and know the components necessary for moving forward to uplift the education enterprise in a postpandemic era, their expertise is currently under attack, their voices stifled, and working conditions are at an impasse that is driving them out of the profession in droves.
{"title":"Agents for change: Elevating teacher talents in a post pandemic era","authors":"María E. Fránquiz, Alba A. Ortiz, G. Lara","doi":"10.1080/15235882.2022.2200128","DOIUrl":"https://doi.org/10.1080/15235882.2022.2200128","url":null,"abstract":"Perhaps one of the most salient lessons from the pandemic is that teachers took the same stance; they prioritized being agents for change in addressing the three giants: injustice, fear and ignorance in their classrooms and beyond. During protests in the streets for justice and fairness toward folks who arrive in the U.S. and look and speak differently than we do, it was teachers who recognized the importance of strengthening knowledge about humanizing relationships among students, their families and our local, national and international communities. The recognition of teachers’ critical consciousness of 21 century needs and the talents they bring to the education profession is too often set aside, as occurred during and after the pandemic. Yet, diverse family goals, changes in school resources, and awareness of breakdowns in community wellbeing are not daily intrusions in teacher’s lesson plans. Rather, they reflect topics to be viewed and discussed through the lens of a democratic classroom that values diverse people and diverse perspectives. While teachers are highly qualified in their craft and know the components necessary for moving forward to uplift the education enterprise in a postpandemic era, their expertise is currently under attack, their voices stifled, and working conditions are at an impasse that is driving them out of the profession in droves.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"271 - 275"},"PeriodicalIF":1.6,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48760162","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 : 2023-02-17DOI: 10.1080/15235882.2023.2169406
Anthony Fernandes
ABSTRACT This article outlines the development and validation of the Mathematics Education of English Learners Scale (MEELS) to understand mathematics preservice teachers’ beliefs about teaching mathematics to English learners (ELs). Nine hundred and twenty-five PSTs from 17 states across the U.S. were divided randomly into two samples for the analysis. A Principal Component Analysis was conducted with one sample of 463 respondents, which suggested a four-factor model and a five-factor model. A Confirmatory Factor Analysis with the other sample of 462 respondents suggested that the four-factor model was a better fit. The 19 item four-factor model consisted of the following factors – Classroom Strategies, Native Language, Language in Math, and Comparison with non ELs. The factors show that preservice teachers’ beliefs about teaching ELs cluster around teaching moves in the mathematics classroom with ELs, the use of students’ native language in the class, the role of language in mathematics, and balancing the teaching and learning of both ELs and non ELs in the mathematics class. The MEELS can be used in teacher preparation to evaluate preservice teachers’ beliefs in the program. The factors of MEELS can highlight areas where preservice teachers need more focus.
{"title":"Understanding mathematics preservice teachers’ beliefs about English learners using the Mathematics Education for English Learners Scale (MEELS)","authors":"Anthony Fernandes","doi":"10.1080/15235882.2023.2169406","DOIUrl":"https://doi.org/10.1080/15235882.2023.2169406","url":null,"abstract":"ABSTRACT This article outlines the development and validation of the Mathematics Education of English Learners Scale (MEELS) to understand mathematics preservice teachers’ beliefs about teaching mathematics to English learners (ELs). Nine hundred and twenty-five PSTs from 17 states across the U.S. were divided randomly into two samples for the analysis. A Principal Component Analysis was conducted with one sample of 463 respondents, which suggested a four-factor model and a five-factor model. A Confirmatory Factor Analysis with the other sample of 462 respondents suggested that the four-factor model was a better fit. The 19 item four-factor model consisted of the following factors – Classroom Strategies, Native Language, Language in Math, and Comparison with non ELs. The factors show that preservice teachers’ beliefs about teaching ELs cluster around teaching moves in the mathematics classroom with ELs, the use of students’ native language in the class, the role of language in mathematics, and balancing the teaching and learning of both ELs and non ELs in the mathematics class. The MEELS can be used in teacher preparation to evaluate preservice teachers’ beliefs in the program. The factors of MEELS can highlight areas where preservice teachers need more focus.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"295 - 314"},"PeriodicalIF":1.6,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45810228","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 : 2023-02-17DOI: 10.1080/15235882.2023.2169412
Leala Holcomb, Hannah M. Dostal, Kimberly Wolbers
ABSTRACT This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilities in grades 3–6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1) stages of emergent writing development, (2) writing change over time, (3) emerging writing and translanguaging features, and (4) writing features unique to the context of language deprivation. First, pre-writing samples add to evidence that older deaf students undergo similar developmental processes with their emergent writing patterns. Second, an analysis of pre- and post-writing samples indicated that movement between stages occurred for most students. Third, students incorporated emergent writing and translanguaging features that reflected the application of their linguistic resources in writing. Finally, existing theories were extended by uncovering writing characteristics unique to the context of language deprivation. Incomplete ideation and restricted translanguaging practices were identified as attributions of language deprivation impacting cognitive and linguistic resources. This study provides evidence that deaf students as old as thirteen years old are developing emergent writing skills not because of their deafness but likely because they were in environments that produced chronic inadequate language access.
{"title":"Characteristics of deaf emergent writers who experienced language deprivation","authors":"Leala Holcomb, Hannah M. Dostal, Kimberly Wolbers","doi":"10.1080/15235882.2023.2169412","DOIUrl":"https://doi.org/10.1080/15235882.2023.2169412","url":null,"abstract":"ABSTRACT This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilities in grades 3–6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1) stages of emergent writing development, (2) writing change over time, (3) emerging writing and translanguaging features, and (4) writing features unique to the context of language deprivation. First, pre-writing samples add to evidence that older deaf students undergo similar developmental processes with their emergent writing patterns. Second, an analysis of pre- and post-writing samples indicated that movement between stages occurred for most students. Third, students incorporated emergent writing and translanguaging features that reflected the application of their linguistic resources in writing. Finally, existing theories were extended by uncovering writing characteristics unique to the context of language deprivation. Incomplete ideation and restricted translanguaging practices were identified as attributions of language deprivation impacting cognitive and linguistic resources. This study provides evidence that deaf students as old as thirteen years old are developing emergent writing skills not because of their deafness but likely because they were in environments that produced chronic inadequate language access.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"358 - 379"},"PeriodicalIF":1.6,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49539830","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 : 2023-02-17DOI: 10.1080/15235882.2023.2171506
Tiange Wang, Jin Sook Lee
ABSTRACT In response to the limitations presented by restrictive language separation practices in dual language immersion programs, this study describes a curriculum bridging approach that was undertaken by a group of teachers in a one-way Chinese English Dual Language Education program to promote and build on students’ full linguistic repertoires. The present study was conducted in a public charter school where students were mostly English dominant. Focusing on language allocation decisions at different levels, we examine how teachers bridged instruction for continuity and reinforcement of students’ content and language learning across Chinese and English instructional times. The findings also reveal challenges teachers faced in the planning and implementation processes of curriculum bridging, which unearthed varying teacher assumptions about specific subject matters and pedagogical strategies. Implications for further research and suggestions for practice to more effectively utilize and build on students’ full linguistic repertoires are provided.
{"title":"Curriculum bridging across Chinese and English instructional times in a one-way dual language education program","authors":"Tiange Wang, Jin Sook Lee","doi":"10.1080/15235882.2023.2171506","DOIUrl":"https://doi.org/10.1080/15235882.2023.2171506","url":null,"abstract":"ABSTRACT In response to the limitations presented by restrictive language separation practices in dual language immersion programs, this study describes a curriculum bridging approach that was undertaken by a group of teachers in a one-way Chinese English Dual Language Education program to promote and build on students’ full linguistic repertoires. The present study was conducted in a public charter school where students were mostly English dominant. Focusing on language allocation decisions at different levels, we examine how teachers bridged instruction for continuity and reinforcement of students’ content and language learning across Chinese and English instructional times. The findings also reveal challenges teachers faced in the planning and implementation processes of curriculum bridging, which unearthed varying teacher assumptions about specific subject matters and pedagogical strategies. Implications for further research and suggestions for practice to more effectively utilize and build on students’ full linguistic repertoires are provided.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"315 - 336"},"PeriodicalIF":1.6,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47955802","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 : 2023-01-18DOI: 10.1080/15235882.2022.2155885
Morgan C. Huenergarde, Randy Floyd, Bryn Harris
ABSTRACT Schools are encountering a unique problem regarding how to best accommodate the increasing number of active bilingual learners/users of English (ABLE) students on state achievement tests. Previously, states used disability focused rather than language responsive accommodations for these students. The current study employed double-coding procedures to determine the number of tools, supports, and accommodations allowed for ABLE students across all U.S. states. Results revealed substantial heterogeneity of state practices, as some states demonstrated a decrease in the number of accommodations over time while some states offered more language responsive accommodations. Future research should continue to evaluate the appropriateness of the accommodations for ABLE populations.
{"title":"Current nationwide practices in U.S. Test accommodations for active bilingual learners/users of English (ABLE) students","authors":"Morgan C. Huenergarde, Randy Floyd, Bryn Harris","doi":"10.1080/15235882.2022.2155885","DOIUrl":"https://doi.org/10.1080/15235882.2022.2155885","url":null,"abstract":"ABSTRACT Schools are encountering a unique problem regarding how to best accommodate the increasing number of active bilingual learners/users of English (ABLE) students on state achievement tests. Previously, states used disability focused rather than language responsive accommodations for these students. The current study employed double-coding procedures to determine the number of tools, supports, and accommodations allowed for ABLE students across all U.S. states. Results revealed substantial heterogeneity of state practices, as some states demonstrated a decrease in the number of accommodations over time while some states offered more language responsive accommodations. Future research should continue to evaluate the appropriateness of the accommodations for ABLE populations.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"380 - 400"},"PeriodicalIF":1.6,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47679537","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 : 2022-12-15DOI: 10.1080/15235882.2022.2154289
M. Quezada
{"title":"Enacting and envisioning decolonial forces while sustaining Indigenous language: bilingual college students in the Andes, edited by Yuliana Hevelyn Kenfield","authors":"M. Quezada","doi":"10.1080/15235882.2022.2154289","DOIUrl":"https://doi.org/10.1080/15235882.2022.2154289","url":null,"abstract":"","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"401 - 404"},"PeriodicalIF":1.6,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49432117","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 : 2022-11-03DOI: 10.1080/15235882.2022.2130473
Zulma Mojica, M. Stewart, Liliana Grosso Richins
ABSTRACT Vivencias son experiencias poderosas para construir una identidad cultural y como hablante de un idioma. Muchos futuros maestros bilingües en los Estados Unidos han tenido varias vivencias que afectan el uso de sus lenguajes, como español e inglés, y sus ideologías lingüísticas, las cuales influyen en la forma cómo enseñan en el aula bilingüe. Este estudio basado en teorías críticas, da voz a latinas que están estudiando para ser maestras bilingües mientras recuperan o amplían sus destrezas con el lenguaje español. Al analizar los documentos del curso bilingüe, los investigadores comparten como las vivencias de las estudiantes contribuyeron en su comprensión y aplicación de teorías del bilingüismo.
{"title":"“Yo Ya Pasé por Eso”: Estudiantes Latinas Conectan Teorías del Lenguaje con sus Vivencias en un Entorno Universitario Bilingüe","authors":"Zulma Mojica, M. Stewart, Liliana Grosso Richins","doi":"10.1080/15235882.2022.2130473","DOIUrl":"https://doi.org/10.1080/15235882.2022.2130473","url":null,"abstract":"ABSTRACT Vivencias son experiencias poderosas para construir una identidad cultural y como hablante de un idioma. Muchos futuros maestros bilingües en los Estados Unidos han tenido varias vivencias que afectan el uso de sus lenguajes, como español e inglés, y sus ideologías lingüísticas, las cuales influyen en la forma cómo enseñan en el aula bilingüe. Este estudio basado en teorías críticas, da voz a latinas que están estudiando para ser maestras bilingües mientras recuperan o amplían sus destrezas con el lenguaje español. Al analizar los documentos del curso bilingüe, los investigadores comparten como las vivencias de las estudiantes contribuyeron en su comprensión y aplicación de teorías del bilingüismo.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"276 - 294"},"PeriodicalIF":1.6,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41392787","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 : 2022-04-03DOI: 10.1080/15235882.2022.2105441
Yenda Prado, Michelle N Ramos, Elizabeth Peña, Jennifer Zavala
ABSTRACT Exploring parent, student, and teacher language moves is essential to develop and implement strategies that cultivate Spanish use in support of dual-language engagement. We used Lareau's concerted cultivation framework to explore language use at a K-8 dual-language immersion school. A case-study design integrating content analysis was used to analyze parent, teacher, and student interview and classroom observation data. Concerted cultivation of Spanish was evident across students’ organization of daily life, language use, and institutional intervention. Parents and teachers’ shared messaging revealed a synergistic dimension of concerted cultivation; serving as a model for supporting children’s dual-language engagement.
{"title":"Dual-language engagement: Concerted cultivation of Spanish use among students, teachers, and parents","authors":"Yenda Prado, Michelle N Ramos, Elizabeth Peña, Jennifer Zavala","doi":"10.1080/15235882.2022.2105441","DOIUrl":"https://doi.org/10.1080/15235882.2022.2105441","url":null,"abstract":"ABSTRACT Exploring parent, student, and teacher language moves is essential to develop and implement strategies that cultivate Spanish use in support of dual-language engagement. We used Lareau's concerted cultivation framework to explore language use at a K-8 dual-language immersion school. A case-study design integrating content analysis was used to analyze parent, teacher, and student interview and classroom observation data. Concerted cultivation of Spanish was evident across students’ organization of daily life, language use, and institutional intervention. Parents and teachers’ shared messaging revealed a synergistic dimension of concerted cultivation; serving as a model for supporting children’s dual-language engagement.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"159 - 179"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46185597","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 : 2022-04-03DOI: 10.1080/15235882.2022.2105442
Aijuan Cun
ABSTRACT This study explores the digital literacy practices and identities of two children with refugee backgrounds. The study draws upon theoretical perspectives on multiliteracies, digital literacy practices, and identities. The data sources included field notes taken during home visits, audio recordings of conversations, and artifacts made by the participants. The findings showed that both children described their digital literacy practices, such as playing video games and watching cartoons, and that what the participants learned through their digital literacy practices helped them explore their multiple identities. The implications highlight the importance of valuing children’s digital literacy practices and facilitating their bilingual development.
{"title":"Digital literacy practices and identities of two children with refugee backgrounds","authors":"Aijuan Cun","doi":"10.1080/15235882.2022.2105442","DOIUrl":"https://doi.org/10.1080/15235882.2022.2105442","url":null,"abstract":"ABSTRACT This study explores the digital literacy practices and identities of two children with refugee backgrounds. The study draws upon theoretical perspectives on multiliteracies, digital literacy practices, and identities. The data sources included field notes taken during home visits, audio recordings of conversations, and artifacts made by the participants. The findings showed that both children described their digital literacy practices, such as playing video games and watching cartoons, and that what the participants learned through their digital literacy practices helped them explore their multiple identities. The implications highlight the importance of valuing children’s digital literacy practices and facilitating their bilingual development.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"205 - 221"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47249038","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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