Pub Date : 2023-02-09DOI: 10.1080/13670050.2023.2172997
Rukmini Becerra-Lubies, Catalina Fernández, Laura Luna, Dayna Moya
{"title":"Teaching indigenous languages in early childhood: the case of the indigenous language educator in Chile","authors":"Rukmini Becerra-Lubies, Catalina Fernández, Laura Luna, Dayna Moya","doi":"10.1080/13670050.2023.2172997","DOIUrl":"https://doi.org/10.1080/13670050.2023.2172997","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46164472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1080/13670050.2023.2173518
Thomas Waldvogel
{"title":"What do pupils learn from bilingual interventions of civic education in foreign language classes?","authors":"Thomas Waldvogel","doi":"10.1080/13670050.2023.2173518","DOIUrl":"https://doi.org/10.1080/13670050.2023.2173518","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46898583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-30DOI: 10.1080/13670050.2023.2168513
Go-Eun Park
{"title":"Shifting language orientations: impact of state-mandated assessments on dual language educators’ language ideologies","authors":"Go-Eun Park","doi":"10.1080/13670050.2023.2168513","DOIUrl":"https://doi.org/10.1080/13670050.2023.2168513","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42965520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.1080/13670050.2023.2168514
Kevin M. Wong, Erina Iwasaki, C. Benson, Dak Lhagyal
{"title":"Decolonizing research findings in multilingual education: using multilingual (re)sources to develop a database for international research","authors":"Kevin M. Wong, Erina Iwasaki, C. Benson, Dak Lhagyal","doi":"10.1080/13670050.2023.2168514","DOIUrl":"https://doi.org/10.1080/13670050.2023.2168514","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47190537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-13DOI: 10.1080/13670050.2022.2164174
Maja Feddermann, J. Baumert, Jens Möller
{"title":"A replication study to assess CLIL effects on second language learning in Germany: more than selection and preparation effects?","authors":"Maja Feddermann, J. Baumert, Jens Möller","doi":"10.1080/13670050.2022.2164174","DOIUrl":"https://doi.org/10.1080/13670050.2022.2164174","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42930665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-11DOI: 10.1080/13670050.2022.2164478
Raiane A. Borges, F. Lyddy
{"title":"Language affects endorsement of misconceptions about bilingualism","authors":"Raiane A. Borges, F. Lyddy","doi":"10.1080/13670050.2022.2164478","DOIUrl":"https://doi.org/10.1080/13670050.2022.2164478","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41747082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-10DOI: 10.1080/13670050.2022.2164176
M. Christiansen
{"title":"Building identity and authenticity: exploring the spatiotemporal aspects of language teaching in a mariachi class","authors":"M. Christiansen","doi":"10.1080/13670050.2022.2164176","DOIUrl":"https://doi.org/10.1080/13670050.2022.2164176","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48412731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-07DOI: 10.1080/13670050.2022.2164175
Siwon Lee
{"title":"Bilingual youth identities contested through the use of K-12 language arts textbooks in a Korean heritage language classroom","authors":"Siwon Lee","doi":"10.1080/13670050.2022.2164175","DOIUrl":"https://doi.org/10.1080/13670050.2022.2164175","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44375345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-07DOI: 10.1080/13670050.2022.2161814
Sabrina F. Sembiante, Catherine Restrepo-Widney, Alain Bengochea, Mileidis Gort
ABSTRACT Show-and-Tell activity provides emergent bilingual (EB) children with an opportunity to engage oral language skills to support their developing bi/literacy. In dual language bilingual education (DLBE) preschool programs, teachers utilize translanguaging practices to facilitate communication, scaffold learning, and encourage participation. Using a sustainable translanguaging lens, we explore English- and Spanish-language model teachers' pedagogical choices in Show-and-Tell in support of children's Show-and-Tell purposes and practices. Video data were analyzed for discourse- and content-related codes to examine teachers' discursive and translanguaging choices and presenters' languaging practices during Show-and-Tell. Qualitative analyses revealed that teachers' translanguaging choices vary in response to the language context (i.e. teacher's designated language of instruction and the target language of the Show-and-Tell) and to children's languaging practices (i.e. choice of language, amount of unprompted talk, purpose of presentation, degree of peer involvement). Given the vulnerable status of Spanish as the minoritized language in an English-majority culture, teachers sustained the use and modeling of Spanish in Spanish Show-and-Tell while integrating Spanish as a supportive resource in English Show-and-Tell. Findings suggest implications for how teachers can protect minoritized languages within DLBE preschool programs while valuing children's authentic translanguaging practices and building on children's understanding language functions and forms in each language.
{"title":"Sustainable translanguaging pedagogy in support of the vulnerable language: honoring children’s ways of ‘Showing’ and ‘Telling’ in an early childhood dual language bilingual education program","authors":"Sabrina F. Sembiante, Catherine Restrepo-Widney, Alain Bengochea, Mileidis Gort","doi":"10.1080/13670050.2022.2161814","DOIUrl":"https://doi.org/10.1080/13670050.2022.2161814","url":null,"abstract":"ABSTRACT Show-and-Tell activity provides emergent bilingual (EB) children with an opportunity to engage oral language skills to support their developing bi/literacy. In dual language bilingual education (DLBE) preschool programs, teachers utilize translanguaging practices to facilitate communication, scaffold learning, and encourage participation. Using a sustainable translanguaging lens, we explore English- and Spanish-language model teachers' pedagogical choices in Show-and-Tell in support of children's Show-and-Tell purposes and practices. Video data were analyzed for discourse- and content-related codes to examine teachers' discursive and translanguaging choices and presenters' languaging practices during Show-and-Tell. Qualitative analyses revealed that teachers' translanguaging choices vary in response to the language context (i.e. teacher's designated language of instruction and the target language of the Show-and-Tell) and to children's languaging practices (i.e. choice of language, amount of unprompted talk, purpose of presentation, degree of peer involvement). Given the vulnerable status of Spanish as the minoritized language in an English-majority culture, teachers sustained the use and modeling of Spanish in Spanish Show-and-Tell while integrating Spanish as a supportive resource in English Show-and-Tell. Findings suggest implications for how teachers can protect minoritized languages within DLBE preschool programs while valuing children's authentic translanguaging practices and building on children's understanding language functions and forms in each language.","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":"26 1","pages":"928 - 942"},"PeriodicalIF":2.8,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41461797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1080/13670050.2022.2158721
Fatima Khaled, Jim Anderson
Informed by a postmodern perspective on language, culture and visual art education this article examines what a creative, visual art focus can bring to the experience of language-and-culture learning for secondary-age students of Arabic as a heritage language (HL). It builds on our previous research focussing on student interactions with works by renowned artist, Ali Omar Ermes, which sets text in the form of Arabic letter shapes and short poetic inscriptions against a painted background. Here we seek to gain a deeper, more nuanced understanding of the process involved through an in-depth study of the thoughts, feelings and emotions experienced by three intermediate-level students as they engage with works by Ermes and then creatively transform them into ‘ textart ’ pieces of their own. Methodologically we adopt an ethnographic case study design focussing strongly on process but also incorporating principles of arts-based research. Our fi ndings demonstrate how the approach can extend possibilities for meaning-making and a ffi rmation of identity by connecting with personal experience, by leveraging multiple semiotic resources rhizomically and intertextually, and by making space for a ff ective, spiritual, aesthetic and multisensory dimensions. For heritage language learners this brings a deeper engagement with learning and a strong sense of empowerment as multicompetent speakers.
{"title":"Textart, identity and the creative process: a case study with Arabic heritage language learners","authors":"Fatima Khaled, Jim Anderson","doi":"10.1080/13670050.2022.2158721","DOIUrl":"https://doi.org/10.1080/13670050.2022.2158721","url":null,"abstract":"Informed by a postmodern perspective on language, culture and visual art education this article examines what a creative, visual art focus can bring to the experience of language-and-culture learning for secondary-age students of Arabic as a heritage language (HL). It builds on our previous research focussing on student interactions with works by renowned artist, Ali Omar Ermes, which sets text in the form of Arabic letter shapes and short poetic inscriptions against a painted background. Here we seek to gain a deeper, more nuanced understanding of the process involved through an in-depth study of the thoughts, feelings and emotions experienced by three intermediate-level students as they engage with works by Ermes and then creatively transform them into ‘ textart ’ pieces of their own. Methodologically we adopt an ethnographic case study design focussing strongly on process but also incorporating principles of arts-based research. Our fi ndings demonstrate how the approach can extend possibilities for meaning-making and a ffi rmation of identity by connecting with personal experience, by leveraging multiple semiotic resources rhizomically and intertextually, and by making space for a ff ective, spiritual, aesthetic and multisensory dimensions. For heritage language learners this brings a deeper engagement with learning and a strong sense of empowerment as multicompetent speakers.","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47116983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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