Pub Date : 2022-04-03DOI: 10.1080/15235882.2022.2106522
Susan Hopewell, Kathy Escamilla, María Ruíz-Martínez, Katia Zamorano
ABSTRACT The purposes of this exploratory case study were twofold: (1) to understand the strengths and challenges teachers experienced when designing and delivering language interpretation tasks for use with second- and third-grade bilingual students, and (2) to ascertain what teachers perceived to be the benefits and drawbacks of the instructional approach for their students. The approach, Así se dice (That’s how you say it!), asks Spanish- and English-speaking bilingual students to discuss, interpret, and translate text-based passages collaboratively. This culturally and linguistically relevant process engages students in metalinguistic and metacultural analyses incorporating reading, writing, speaking, and listening. Findings indicate that through careful scaffolding and opportunities to debrief, teachers can implement and reflect on innovative instructional approaches that are rooted in pedagogies of biliteracy, explicitly develop metalinguistic awareness and create hybrid spaces to disrupt language separation in dual language classrooms. From teacher reflections and classroom observations, we learned that the choice of passage content and its length influences successful implementation. Further, it is critical that teachers have done the translation prior to the lesson. Participants universally expressed value for the strategy in terms of students’ language and literacy development, while also identifying the unique challenges it presented for them as educator
{"title":"Designing and facilitating language interpretation experiences with 2nd and 3rd grade bilingual learners: Learning from teachers’ experiences","authors":"Susan Hopewell, Kathy Escamilla, María Ruíz-Martínez, Katia Zamorano","doi":"10.1080/15235882.2022.2106522","DOIUrl":"https://doi.org/10.1080/15235882.2022.2106522","url":null,"abstract":"ABSTRACT The purposes of this exploratory case study were twofold: (1) to understand the strengths and challenges teachers experienced when designing and delivering language interpretation tasks for use with second- and third-grade bilingual students, and (2) to ascertain what teachers perceived to be the benefits and drawbacks of the instructional approach for their students. The approach, Así se dice (That’s how you say it!), asks Spanish- and English-speaking bilingual students to discuss, interpret, and translate text-based passages collaboratively. This culturally and linguistically relevant process engages students in metalinguistic and metacultural analyses incorporating reading, writing, speaking, and listening. Findings indicate that through careful scaffolding and opportunities to debrief, teachers can implement and reflect on innovative instructional approaches that are rooted in pedagogies of biliteracy, explicitly develop metalinguistic awareness and create hybrid spaces to disrupt language separation in dual language classrooms. From teacher reflections and classroom observations, we learned that the choice of passage content and its length influences successful implementation. Further, it is critical that teachers have done the translation prior to the lesson. Participants universally expressed value for the strategy in terms of students’ language and literacy development, while also identifying the unique challenges it presented for them as educator","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"140 - 158"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43213728","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: 10.1080/15235882.2022.2096151
Guillermo Ahumada Camacho, Ricardo González-Carriedo, Dimna Silvia González Hernández, Sandra C. Machuca Flores, María Isabel Sañudo Guerra
RESUMEN El fenómeno de los estudiantes transnacionales ha adquirido especial vigencia en los últimos años debido a circunstancias políticas, económicas y sociales. Este es especialmente el caso en el contexto de los movimientos migratorios entre México y los Estados Unidos. El presente artículo, dirigido a docentes y administradores escolares de los dos países, describe un estudio cualitativo en el que se presentan las perspectivas de estudiantes y docentes sobre el fenómeno de la transnacionalidad de aquellos, todo ello enmarcado en el concepto de equidad educativa y el impacto que el fenómeno migratorio produce en la calidad de la enseñanza que reciben los estudiantes. A tal fin, el equipo de investigación realizó una serie de entrevistas tanto en México como en los Estados Unidos, cuyo análisis mostró las dificultades sociales y académicas que experimentan los estudiantes transnacionales. Teniendo en cuenta estos resultados, los autores sugieren una serie de medidas concretas de política educativa no sólo para paliar estas dificultades, sino para convertir a los estudiantes transnacionales en elementos fundamentales de sus centros educativos.
{"title":"Superando fronteras: Equidad educativa para los estudiantes transnacionales","authors":"Guillermo Ahumada Camacho, Ricardo González-Carriedo, Dimna Silvia González Hernández, Sandra C. Machuca Flores, María Isabel Sañudo Guerra","doi":"10.1080/15235882.2022.2096151","DOIUrl":"https://doi.org/10.1080/15235882.2022.2096151","url":null,"abstract":"RESUMEN El fenómeno de los estudiantes transnacionales ha adquirido especial vigencia en los últimos años debido a circunstancias políticas, económicas y sociales. Este es especialmente el caso en el contexto de los movimientos migratorios entre México y los Estados Unidos. El presente artículo, dirigido a docentes y administradores escolares de los dos países, describe un estudio cualitativo en el que se presentan las perspectivas de estudiantes y docentes sobre el fenómeno de la transnacionalidad de aquellos, todo ello enmarcado en el concepto de equidad educativa y el impacto que el fenómeno migratorio produce en la calidad de la enseñanza que reciben los estudiantes. A tal fin, el equipo de investigación realizó una serie de entrevistas tanto en México como en los Estados Unidos, cuyo análisis mostró las dificultades sociales y académicas que experimentan los estudiantes transnacionales. Teniendo en cuenta estos resultados, los autores sugieren una serie de medidas concretas de política educativa no sólo para paliar estas dificultades, sino para convertir a los estudiantes transnacionales en elementos fundamentales de sus centros educativos.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"242 - 261"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48595793","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: 10.1080/15235882.2022.2121326
Kara Rash
{"title":"Living, Learning, and Languaging Across Borders, by Tatyana Kleyn","authors":"Kara Rash","doi":"10.1080/15235882.2022.2121326","DOIUrl":"https://doi.org/10.1080/15235882.2022.2121326","url":null,"abstract":"","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"268 - 270"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46527768","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: 10.1080/15235882.2022.2118195
Marialuisa Di Stefano, Idalis Villanueva Alarcón, E. McEneaney, Edwin Marte Zorrilla, Alberto Esquinca
ABSTRACT In this article, we report on a mixed method study conducted through a previously validated bilingual instrument. The purpose was to understand elementary bilingual and dual language (BDL) teachers’ perspectives of science and engineering (S&E) teaching in Massachusetts and Puerto Rico with the goal of developing situated professional development in science and engineering (S&E). Our findings suggest that an asset-based, and content-language integrated approach is needed to develop BDL professional development models attuned to specific locations, program models, and grade levels. Implications for our findings transferred to academic practices for BDL teachers are included.
{"title":"Exploring bilingual and dual language teachers’ perspectives on asset-based professional development in science and engineering","authors":"Marialuisa Di Stefano, Idalis Villanueva Alarcón, E. McEneaney, Edwin Marte Zorrilla, Alberto Esquinca","doi":"10.1080/15235882.2022.2118195","DOIUrl":"https://doi.org/10.1080/15235882.2022.2118195","url":null,"abstract":"ABSTRACT In this article, we report on a mixed method study conducted through a previously validated bilingual instrument. The purpose was to understand elementary bilingual and dual language (BDL) teachers’ perspectives of science and engineering (S&E) teaching in Massachusetts and Puerto Rico with the goal of developing situated professional development in science and engineering (S&E). Our findings suggest that an asset-based, and content-language integrated approach is needed to develop BDL professional development models attuned to specific locations, program models, and grade levels. Implications for our findings transferred to academic practices for BDL teachers are included.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"222 - 241"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48699547","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: 10.1080/15235882.2022.2111618
Ilana M. Umansky, Karen D. Thompson, J. Soland, Amanda K. Kibler
ABSTRACT An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study describes the incoming English proficiency and subsequent English language growth of newcomer students, including the student, program, and school characteristics that are associated with differences in English language growth patterns among newcomers. The study further explores how newcomer students’ English proficiency levels and growth compare to those of their non-newcomer EL-classified peers. We find that, on average, newcomer students have low initial English proficiency levels but their English proficiency develops quickly. There is wide variation in newcomer English level and growth patterns, however, suggestive that schools play an important role in fostering growth. Finally, we find exploratory evidence that newcomers enter school at earlier stages of English proficiency compared to their non-newcomer peers, but grow faster, especially in their first two years.
{"title":"Understanding newcomer English learner students’ English language development: Comparisons and predictors","authors":"Ilana M. Umansky, Karen D. Thompson, J. Soland, Amanda K. Kibler","doi":"10.1080/15235882.2022.2111618","DOIUrl":"https://doi.org/10.1080/15235882.2022.2111618","url":null,"abstract":"ABSTRACT An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study describes the incoming English proficiency and subsequent English language growth of newcomer students, including the student, program, and school characteristics that are associated with differences in English language growth patterns among newcomers. The study further explores how newcomer students’ English proficiency levels and growth compare to those of their non-newcomer EL-classified peers. We find that, on average, newcomer students have low initial English proficiency levels but their English proficiency develops quickly. There is wide variation in newcomer English level and growth patterns, however, suggestive that schools play an important role in fostering growth. Finally, we find exploratory evidence that newcomers enter school at earlier stages of English proficiency compared to their non-newcomer peers, but grow faster, especially in their first two years.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"180 - 204"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43650612","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: 10.1080/15235882.2022.2113478
K. Rosiak
Over the last decade, the majority of publications on Polish emigration have concentrated on the postaccession EU migrations, with particular emphasis on the UK and Ireland as evidenced by the extensive database of publications on Polish migration compiled by Prof. Anne White (University College London). In his monograph, however, Piotr Romanowski turns his attention to the lesserknown destination of Polish migrants, namely Greater Melbourne, which has the highest concentration of Polish immigrants in Australia. While there have been studies on the historical and sociological aspects of Polish migration to Australia over the last 50 years, only a few studies have attempted to investigate the role of the heritage language (HL) in the lives of Polish migrants in Australia (Dębski, 2009; Drozd, 2001; Leunert, 2007; Smolicz, Wozniak, Smolicz, Secombe, & Uszyńska, 1993). Family Language Policy in the Polish Diaspora: A Focus on Australia is an excellent study on the maintenance of Polish as a heritage language in mixed transnational families in the 21st century and a valuable contribution to the growing field of family language policy (FLP). It consists of an introduction, 10 thematic chapters, each subdivided into several sections, an extensive bibliography with over 600 entries, four appendices, and an index. In Chapter 1, the author provides an overview of the history of Polish migration to Australia within the context of Australia’s Immigration Policy over the last hundred years with an emphasis on Polish language and cultural maintenance. The author briefly discusses the two main waves of Polish migrants – the post-WWII and the so-called Solidarity migrants of the 1980s (i.e., political migrants whose primary impetus for emigration was the introduction of martial law, introduced on December 13, 1981, and abolished on July 22, 1983). He then went on to discuss the differences in attitudes toward integration in Australia between the two Polish waves of migrants. The final section of this chapter is an overview of previous studies on the maintenance of language and culture of Polish immigrant communities in Australia. The studies discussed provide evidence that the Polish language constitutes a vital part of the identity of the Polish diaspora. Chapters 2 and 3 provide a comprehensive overview of the theoretical aspects of the study presented in this monograph. In Chapter 2, the author deals with issues of bilingualism in children of immigrant families. The chapter begins with an overview of bilingual language acquisition and bilingual development in children, then goes on to discuss language socialization, and ends with a discussion on heritage language studies. Chapter 3 focuses on family language policy. The reader is not only provided with an overview of the history of this important field of studies but also introduced to such salient concepts as language management and language ideologies. Both chapters contain a thorough and readable discussi
{"title":"Review of Piotr Romanowski Family Language Policy in the Polish Diaspora. A Focus on Australia","authors":"K. Rosiak","doi":"10.1080/15235882.2022.2113478","DOIUrl":"https://doi.org/10.1080/15235882.2022.2113478","url":null,"abstract":"Over the last decade, the majority of publications on Polish emigration have concentrated on the postaccession EU migrations, with particular emphasis on the UK and Ireland as evidenced by the extensive database of publications on Polish migration compiled by Prof. Anne White (University College London). In his monograph, however, Piotr Romanowski turns his attention to the lesserknown destination of Polish migrants, namely Greater Melbourne, which has the highest concentration of Polish immigrants in Australia. While there have been studies on the historical and sociological aspects of Polish migration to Australia over the last 50 years, only a few studies have attempted to investigate the role of the heritage language (HL) in the lives of Polish migrants in Australia (Dębski, 2009; Drozd, 2001; Leunert, 2007; Smolicz, Wozniak, Smolicz, Secombe, & Uszyńska, 1993). Family Language Policy in the Polish Diaspora: A Focus on Australia is an excellent study on the maintenance of Polish as a heritage language in mixed transnational families in the 21st century and a valuable contribution to the growing field of family language policy (FLP). It consists of an introduction, 10 thematic chapters, each subdivided into several sections, an extensive bibliography with over 600 entries, four appendices, and an index. In Chapter 1, the author provides an overview of the history of Polish migration to Australia within the context of Australia’s Immigration Policy over the last hundred years with an emphasis on Polish language and cultural maintenance. The author briefly discusses the two main waves of Polish migrants – the post-WWII and the so-called Solidarity migrants of the 1980s (i.e., political migrants whose primary impetus for emigration was the introduction of martial law, introduced on December 13, 1981, and abolished on July 22, 1983). He then went on to discuss the differences in attitudes toward integration in Australia between the two Polish waves of migrants. The final section of this chapter is an overview of previous studies on the maintenance of language and culture of Polish immigrant communities in Australia. The studies discussed provide evidence that the Polish language constitutes a vital part of the identity of the Polish diaspora. Chapters 2 and 3 provide a comprehensive overview of the theoretical aspects of the study presented in this monograph. In Chapter 2, the author deals with issues of bilingualism in children of immigrant families. The chapter begins with an overview of bilingual language acquisition and bilingual development in children, then goes on to discuss language socialization, and ends with a discussion on heritage language studies. Chapter 3 focuses on family language policy. The reader is not only provided with an overview of the history of this important field of studies but also introduced to such salient concepts as language management and language ideologies. Both chapters contain a thorough and readable discussi","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"262 - 264"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47920665","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: 10.1080/15235882.2022.2114560
Tenri Ampareng, Nur Anita Syamsi Safitri, Rizal Nur Rochman
Dominant Language Constellation (DLC) is a collection of one’s most significant languages that works as a single entity and enables a person to fulfill all of their demands in a multilingual setting (Aronin, 2006). DLC is similar to a language repertoire but differs in that it is selective and only comprises the languages or language abilities most relevant to an individual or a group’s communicative functioning at a particular moment and in a specific situation (Bianco & Aronin, 2020). The DLC notion is solely interested in the active languages that stand out as being of primary importance and serving as the means of communication for that person’s everyday activities, businesses, careers, and self-expression (Aronin, 2016). As an analytical concept of multilingual studies, DLC has been used to study the impact of multilingualism in language education. Dominant Language Constellations Approach in Education and Language Acquisition, edited by Larissa Aronin and Eva Vetter, describes the use of DLC to investigate how multilingualism affects language education from multiple perspectives. This volume presents original research on language education policy and practice, focusing on current DLCinformed multilingualism in family settings and institutional domains such as teacher education, primary and secondary schools, and higher education. The edited volume starts with an introductory chapter by Joseph Lo Bianco, a leading scholar in research on the intersection of DLC, multilingualism, and language education. According to Bianco, DLC provides new theoretical approaches and analytical methodologies within a broad multilingual field of study. DLC emerged as an innovation in multilingual studies and the theory of problematizing one of the most enduring cultural and political heritages: the belief that human groups are naturally, or most effectively, described as monolingual. The pinnacle of monolingualism is imagined in standardized language literacy that typically conveys the national character of the groups that make up the nation, its history and destiny, canonical literature, and collective identity. According to Bianco, DLC gives a viewpoint on how languages are taught and the relationship between all the languages that students are exposed to outside the classroom. The DLC notion also enables educators and researchers to consider the many different ways that multilingualism affects education. For example, one benefit of DLC is that it clarifies how literacy instruction should be conducted in multilingual classrooms with students who may have literacy traditions that differ significantly from the required curriculum. After Bianco’s introductory chapter, the other ten chapters are divided into three parts. Part I, entitled “Dominant Language Constellations in Language Education Policy and School Practices,” comprises papers describing various DLCs in official and institutional settings, such as schools and language education policies. The first cha
主导语言星座（DLC）是一个最重要的语言集合，作为一个单一的实体，使一个人能够在多语言环境中满足他们的所有需求（Aronin，2006）。DLC与语言库相似，但不同之处在于它是选择性的，只包括与个人或群体在特定时刻和特定情况下的交际功能最相关的语言或语言能力（Bianco&Aronin，2020）。DLC概念只对活跃的语言感兴趣，这些语言是最重要的，是人们日常活动、商业、职业和自我表达的沟通手段（Aronin，2016）。DLC作为多语言研究的一个分析概念，已被用于研究多语言在语言教育中的影响。Larissa Aronin和Eva Vetter编辑的《教育和语言习得中的主导语言星座法》描述了使用DLC从多个角度调查多语制如何影响语言教育。本卷介绍了关于语言教育政策和实践的原创研究，重点关注当前DLC在家庭环境和机构领域（如教师教育、中小学和高等教育）中使用多种语言的情况。编辑后的卷以Joseph Lo Bianco的介绍性章节开始，他是DLC、多语制和语言教育交叉研究的领军学者。根据Bianco的说法，DLC在广泛的多语言研究领域提供了新的理论方法和分析方法。DLC是多语言研究的创新，也是将最持久的文化和政治遗产之一问题化的理论：即相信人类群体天生或最有效地被描述为单语。单语主义的顶峰是在标准化的语言素养中想象出来的，该素养通常传达组成国家的群体的民族特征、国家的历史和命运、规范文学和集体身份。根据Bianco的说法，DLC对语言的教学方式以及学生在课堂外接触到的所有语言之间的关系提出了看法。DLC概念还使教育工作者和研究人员能够考虑使用多种语言对教育的许多不同影响。例如，DLC的一个好处是，它阐明了如何在多语言课堂上对可能具有与所需课程明显不同的识字传统的学生进行识字教学。在比安科的引言之后，其他十章分为三个部分。第一部分题为“语言教育政策和学校实践中的主导语言星座”，包括描述官方和机构环境中的各种DLC的论文，如学校和语言教育政策。第一章借鉴了复杂性理论和各种社会
{"title":"Dominant language constellations approach in education and language acquisition, edited by Larissa Aronin and Eva Vetter","authors":"Tenri Ampareng, Nur Anita Syamsi Safitri, Rizal Nur Rochman","doi":"10.1080/15235882.2022.2114560","DOIUrl":"https://doi.org/10.1080/15235882.2022.2114560","url":null,"abstract":"Dominant Language Constellation (DLC) is a collection of one’s most significant languages that works as a single entity and enables a person to fulfill all of their demands in a multilingual setting (Aronin, 2006). DLC is similar to a language repertoire but differs in that it is selective and only comprises the languages or language abilities most relevant to an individual or a group’s communicative functioning at a particular moment and in a specific situation (Bianco & Aronin, 2020). The DLC notion is solely interested in the active languages that stand out as being of primary importance and serving as the means of communication for that person’s everyday activities, businesses, careers, and self-expression (Aronin, 2016). As an analytical concept of multilingual studies, DLC has been used to study the impact of multilingualism in language education. Dominant Language Constellations Approach in Education and Language Acquisition, edited by Larissa Aronin and Eva Vetter, describes the use of DLC to investigate how multilingualism affects language education from multiple perspectives. This volume presents original research on language education policy and practice, focusing on current DLCinformed multilingualism in family settings and institutional domains such as teacher education, primary and secondary schools, and higher education. The edited volume starts with an introductory chapter by Joseph Lo Bianco, a leading scholar in research on the intersection of DLC, multilingualism, and language education. According to Bianco, DLC provides new theoretical approaches and analytical methodologies within a broad multilingual field of study. DLC emerged as an innovation in multilingual studies and the theory of problematizing one of the most enduring cultural and political heritages: the belief that human groups are naturally, or most effectively, described as monolingual. The pinnacle of monolingualism is imagined in standardized language literacy that typically conveys the national character of the groups that make up the nation, its history and destiny, canonical literature, and collective identity. According to Bianco, DLC gives a viewpoint on how languages are taught and the relationship between all the languages that students are exposed to outside the classroom. The DLC notion also enables educators and researchers to consider the many different ways that multilingualism affects education. For example, one benefit of DLC is that it clarifies how literacy instruction should be conducted in multilingual classrooms with students who may have literacy traditions that differ significantly from the required curriculum. After Bianco’s introductory chapter, the other ten chapters are divided into three parts. Part I, entitled “Dominant Language Constellations in Language Education Policy and School Practices,” comprises papers describing various DLCs in official and institutional settings, such as schools and language education policies. The first cha","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"265 - 267"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43462857","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: 10.1080/15235882.2022.2143708
G. Lara, María E. Fránquiz, Alba A. Ortiz
{"title":"Learning from Uvalde: The Safe and Brave Schools All Children Deserve","authors":"G. Lara, María E. Fránquiz, Alba A. Ortiz","doi":"10.1080/15235882.2022.2143708","DOIUrl":"https://doi.org/10.1080/15235882.2022.2143708","url":null,"abstract":"","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"133 - 139"},"PeriodicalIF":1.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42086604","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 : 2022-01-02DOI: 10.1080/15235882.2022.2101318
Alba A. Ortiz, María E. Fránquiz, G. Lara
research on cross-language focused primarily on literacy development. In Transfer: A Single Case Study on the Acquisition of Argumentative Li-Jen Kuo, and Stephanie Moody present results of a single-case study, with a reversal design, conducted with four Chinese-English elementary students using the Collaborative Reasoning (CR) discussion model. Data included transcripts of the lessons and discussions, surveys, and interviews. Cross-language transfer of argumentative reasoning was observed at the lexical, syntactic, and discourse levels and varied with factors identified in previous research on biliteracy development. Theoretical and methodological contributions of the study are discussed.
{"title":"Educational equity for emergent bilinguals: What’s wrong with this picture?","authors":"Alba A. Ortiz, María E. Fránquiz, G. Lara","doi":"10.1080/15235882.2022.2101318","DOIUrl":"https://doi.org/10.1080/15235882.2022.2101318","url":null,"abstract":"research on cross-language focused primarily on literacy development. In Transfer: A Single Case Study on the Acquisition of Argumentative Li-Jen Kuo, and Stephanie Moody present results of a single-case study, with a reversal design, conducted with four Chinese-English elementary students using the Collaborative Reasoning (CR) discussion model. Data included transcripts of the lessons and discussions, surveys, and interviews. Cross-language transfer of argumentative reasoning was observed at the lexical, syntactic, and discourse levels and varied with factors identified in previous research on biliteracy development. Theoretical and methodological contributions of the study are discussed.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"1 - 7"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881237","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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