The United States has a growing population of English learners (ELs) and a shortage of trained English as Second Language (ESL) teachers, leaving many teachers unprepared to work with ELs. As teachers turn frequently to online resources for guidance, we reviewed the available resources and professional development on departments of education websites from all 50 US states and District of Columbia related to ELs. Our research question was: What type of resources and professional development are available on state departments of education websites that a teacher of ELs might benefit from? Findings suggest a majority of states link to federal resources. About half of the states provide more robust resources, such as webinars. Approximately two-thirds of states include links to professional resources; however, there is little consistency between the states as to which outside organizations they recommend. There is no correlation between the quantity or quality of a state’s resources and the EL population in the state.
{"title":"Online Resources and Professional Development for Teachers of English Learners: A US State-by-State Analysis","authors":"Elena Andrei, Laura Northrop","doi":"10.55593/ej.26103a11","DOIUrl":"https://doi.org/10.55593/ej.26103a11","url":null,"abstract":"The United States has a growing population of English learners (ELs) and a shortage of trained English as Second Language (ESL) teachers, leaving many teachers unprepared to work with ELs. As teachers turn frequently to online resources for guidance, we reviewed the available resources and professional development on departments of education websites from all 50 US states and District of Columbia related to ELs. Our research question was: What type of resources and professional development are available on state departments of education websites that a teacher of ELs might benefit from? Findings suggest a majority of states link to federal resources. About half of the states provide more robust resources, such as webinars. Approximately two-thirds of states include links to professional resources; however, there is little consistency between the states as to which outside organizations they recommend. There is no correlation between the quantity or quality of a state’s resources and the EL population in the state.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73528812","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}
Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new descriptions of plurilingual and pluricultural competence and mediation, has done much to extend the potential of the framework, as it provides a more concrete foundation for using CEFR to support heteroglossic pedagogies. In this way, CEFR has acquired a greater level of potential relevance to innovative pedagogies in English language education, such as Global Englishes Language Teaching (GELT), which seeks to equip learners with communicative skills and dispositions needed for success in a world where the target interlocutors are linguistically and culturally diverse (Rose & Galloway, 2019). In this paper, we examine the prospects for using CEFR to support heteroglossic pedagogies like GELT, highlighting points of convergence between descriptions of competence in CEFR and current scholarship in Global Englishes, as well as points of divergence between the two. We underline the need to embed CEFR in decentralizing educational reforms, in which the framework is used to facilitate teacher agency, rather than to impose objectives and methods upon them.
自2001年由欧洲委员会首次出版以来，欧洲共同语言参考框架(CEFR)已成为语言教育，特别是英语教学和评估中最广泛引用的文件之一(Savski, in press)。最近发布的CEFR配套卷(2020)对多语言和多元文化能力和调解进行了新的描述，为扩展该框架的潜力做了很多工作，因为它为使用CEFR支持异质语教学法提供了更具体的基础。通过这种方式，CEFR已经获得了与英语语言教育创新教学法更大程度的潜在相关性，例如全球英语教学(GELT)，它旨在为学习者提供在目标对话者具有语言和文化多样性的世界中取得成功所需的交际技巧和性格(Rose & Galloway, 2019)。在本文中，我们研究了使用CEFR来支持像GELT这样的异质语教学法的前景，强调了CEFR中能力描述与当前全球英语学术之间的趋同点，以及两者之间的分歧点。我们强调有必要将CEFR纳入下放教育改革，利用该框架促进教师代理，而不是将目标和方法强加于他们。
{"title":"Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction","authors":"K. Kohn","doi":"10.55593/ej.26103a2","DOIUrl":"https://doi.org/10.55593/ej.26103a2","url":null,"abstract":"Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new descriptions of plurilingual and pluricultural competence and mediation, has done much to extend the potential of the framework, as it provides a more concrete foundation for using CEFR to support heteroglossic pedagogies. In this way, CEFR has acquired a greater level of potential relevance to innovative pedagogies in English language education, such as Global Englishes Language Teaching (GELT), which seeks to equip learners with communicative skills and dispositions needed for success in a world where the target interlocutors are linguistically and culturally diverse (Rose & Galloway, 2019). In this paper, we examine the prospects for using CEFR to support heteroglossic pedagogies like GELT, highlighting points of convergence between descriptions of competence in CEFR and current scholarship in Global Englishes, as well as points of divergence between the two. We underline the need to embed CEFR in decentralizing educational reforms, in which the framework is used to facilitate teacher agency, rather than to impose objectives and methods upon them.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79123559","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}
Recent research has shown that reading and listening together can be helpful in developing EFL reading fluency, but learner-autonomous bimodal reading research remains scarce. The present study, in an intensive academic English program in Japan, was intended to explore whether reading rates and related reading skills might improve while autonomously reading and listening outside class, holding “book clubs” in class, and while meeting course goals. Within the program setting’s trimester sessions, young adult participants carried out extensive reading and listening online at their own pace, followed by small group “book club” discussions, and conducted monthly silent reading rate checks. Participant data collection found the participants (N = 130) reported approximately 64 wpm in overall average gain through their 9-10 week projects. Post-project survey responses and interviews also indicated positive views of book club discussions and possible growth in skills related to increasing fluency, such as mentally “hearing” while reading, and visualizing. Rates of spoken word delivery in audiobooks were measured and compared to reading rates and fluency development markers discussed in research to date. Correlating these with participants’ reading rates was found potentially helpful in visualizing ranges in learners’ reading fluency development. Further research investigating these points is suggested.
{"title":"What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development","authors":"A. H. Isozaki","doi":"10.55593/ej.26103a18","DOIUrl":"https://doi.org/10.55593/ej.26103a18","url":null,"abstract":"Recent research has shown that reading and listening together can be helpful in developing EFL reading fluency, but learner-autonomous bimodal reading research remains scarce. The present study, in an intensive academic English program in Japan, was intended to explore whether reading rates and related reading skills might improve while autonomously reading and listening outside class, holding “book clubs” in class, and while meeting course goals. Within the program setting’s trimester sessions, young adult participants carried out extensive reading and listening online at their own pace, followed by small group “book club” discussions, and conducted monthly silent reading rate checks. Participant data collection found the participants (N = 130) reported approximately 64 wpm in overall average gain through their 9-10 week projects. Post-project survey responses and interviews also indicated positive views of book club discussions and possible growth in skills related to increasing fluency, such as mentally “hearing” while reading, and visualizing. Rates of spoken word delivery in audiobooks were measured and compared to reading rates and fluency development markers discussed in research to date. Correlating these with participants’ reading rates was found potentially helpful in visualizing ranges in learners’ reading fluency development. Further research investigating these points is suggested.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77213596","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}
As the world moves to a post-COVID stage and movement of goods and people across borders resumes, we need to rethink how we communicate and educate students about communication in a superdiverse world with increased presence of minoritized languages and varieties. The growing evidence of translanguaging practices among plurilingual speakers in multilingual societies and linguistic minority communities across the globe (e.g., Cenoz & Gorter, 2017; Oliver et al., 2020; Seals & Olsen-Reeder, 2020; Straszer et al., 2022) has prompted greater attention to equity and linguistic social justice issues in language education. Pedagogical translanguaging has been put forward as an “all encompassing” (Li, 2018, p. 9) practice to address linguistic inequities and injustices in the classroom. While it is a step forward in countering monolingual ideology and the dominant-language-exclusive policy and sanction, I draw attention to the “selective” nature of much of the current pedagogical translanguaging approach and argue for “inclusive translanguaging” that capitalizes on all of the languages, cultures, and identities of plurilingual speakers who have historically received marginalization, including their non-dominant dialects or mother tongues.
随着世界进入后covid阶段，货物和人员的跨境流动恢复，我们需要重新思考如何在一个少数民族语言和品种日益增多的超级多样化世界中进行沟通和教育学生。越来越多的证据表明，全球多语言社会和语言少数群体中的多语使用者之间存在跨语言行为(例如，Cenoz & Gorter, 2017;Oliver等人，2020;seals&olsen - reeder, 2020;Straszer et al.， 2022)促使人们更加关注语言教育中的公平和语言社会正义问题。教学翻译被认为是一种“包罗万象”的实践(Li, 2018, p. 9)，旨在解决课堂上的语言不平等和不公正问题。虽然这是对抗单语意识形态和独占主导语言的政策和制裁的一步，但我提请注意当前许多教学转语方法的“选择性”性质，并主张“包容性转语”，即利用历史上被边缘化的多语使用者的所有语言、文化和身份，包括他们的非主导方言或母语。
{"title":"Toward Inclusive Translanguaging in Multilingual Classrooms","authors":"Guofang Li","doi":"10.55593/ej.26103a23","DOIUrl":"https://doi.org/10.55593/ej.26103a23","url":null,"abstract":"As the world moves to a post-COVID stage and movement of goods and people across borders resumes, we need to rethink how we communicate and educate students about communication in a superdiverse world with increased presence of minoritized languages and varieties. The growing evidence of translanguaging practices among plurilingual speakers in multilingual societies and linguistic minority communities across the globe (e.g., Cenoz & Gorter, 2017; Oliver et al., 2020; Seals & Olsen-Reeder, 2020; Straszer et al., 2022) has prompted greater attention to equity and linguistic social justice issues in language education. Pedagogical translanguaging has been put forward as an “all encompassing” (Li, 2018, p. 9) practice to address linguistic inequities and injustices in the classroom. While it is a step forward in countering monolingual ideology and the dominant-language-exclusive policy and sanction, I draw attention to the “selective” nature of much of the current pedagogical translanguaging approach and argue for “inclusive translanguaging” that capitalizes on all of the languages, cultures, and identities of plurilingual speakers who have historically received marginalization, including their non-dominant dialects or mother tongues.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82327091","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}
Translanguaging is an idea that is often contrasted with previously dominant concepts in language education, e.g., monolingualism, interlanguage, native-speakerism. These concepts are now considered dated and when applied in language education, according to proponents of translanguaging, may harm rather than facilitate learning. The newer and more progressive terms today include bilingualism, multilingualism and plurilingualism (just to name a few) which are increasingly seen as major improvements over the linguistic imperialism of the past. Adopting these approaches is now seen as politically correct in that we are seen as championing inclusivity and diversity in education. The term translanguaging has become so trendy that it is not easy to find detractors.
{"title":"Translanguaging: Does It Work in EFL Contexts?","authors":"W. Renandya, A. Chang","doi":"10.55593/ej.26103a25","DOIUrl":"https://doi.org/10.55593/ej.26103a25","url":null,"abstract":"Translanguaging is an idea that is often contrasted with previously dominant concepts in language education, e.g., monolingualism, interlanguage, native-speakerism. These concepts are now considered dated and when applied in language education, according to proponents of translanguaging, may harm rather than facilitate learning. The newer and more progressive terms today include bilingualism, multilingualism and plurilingualism (just to name a few) which are increasingly seen as major improvements over the linguistic imperialism of the past. Adopting these approaches is now seen as politically correct in that we are seen as championing inclusivity and diversity in education. The term translanguaging has become so trendy that it is not easy to find detractors.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81748542","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}
This Special Issue presents different perspectives on ‘Global Englishes and translanguaging’. It might be noted to begin with that the use of the word ‘and’ is ambiguous – it could either be taken to indicate that the issue is to deal with two unconnected topics, or to imply that there is a connection between them, which the issue is designed to explore. This raises the question of how, if at all, the two are conceptually related – a question that obviously needs to be addressed before considering their implications for language education. The term ‘Global Englishes’ is itself ambiguous. It has come to be used as an umbrella term to refer English as an international Language in all its manifestations. But its plurality would suggest that the term also applies more specifically to different stabilized varieties of language usage associated with particular communities in what Kachru has called the Inner and Outer Circles and in this sense is synonymous with ‘World Englishes’. ‘Translanguaging’ would usually refer to the immediate process of language use, the expedient exploitation of language as a communicative resource. Translanguaging is particularly evident in the use of English as a lingua franca, ELF, which at times all users engage in whatever Kachru circle they are said to be members of.
{"title":"Plural Englishes and English as Language Resource","authors":"H. Widdowson","doi":"10.55593/ej.26103a27","DOIUrl":"https://doi.org/10.55593/ej.26103a27","url":null,"abstract":"This Special Issue presents different perspectives on ‘Global Englishes and translanguaging’. It might be noted to begin with that the use of the word ‘and’ is ambiguous – it could either be taken to indicate that the issue is to deal with two unconnected topics, or to imply that there is a connection between them, which the issue is designed to explore. This raises the question of how, if at all, the two are conceptually related – a question that obviously needs to be addressed before considering their implications for language education. The term ‘Global Englishes’ is itself ambiguous. It has come to be used as an umbrella term to refer English as an international Language in all its manifestations. But its plurality would suggest that the term also applies more specifically to different stabilized varieties of language usage associated with particular communities in what Kachru has called the Inner and Outer Circles and in this sense is synonymous with ‘World Englishes’. ‘Translanguaging’ would usually refer to the immediate process of language use, the expedient exploitation of language as a communicative resource. Translanguaging is particularly evident in the use of English as a lingua franca, ELF, which at times all users engage in whatever Kachru circle they are said to be members of.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83143340","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}
ELT materials tend to use prestige variety speakers as models, an underlying assumption being that this is needed in order to acquire the phonology necessary to parse English speech (Rose & Galloway, 2019). Global Englishes Language Teaching (GELT) (Galloway & Rose, 2018) provides the potential for movement away from such ‘native speaker’ ideologies, but lacks empirical evidence. In this study, the use of GELT input in comparison with prestige varieties of English was investigated. Sixteen first-year L1 Japanese university students in an English Medium Instruction programme participated in a self-paced listening study via a learning management system (LMS). All participants were tested on their perception of the English vowels /æ/, /ʌ/, /ɜː/ and /ɔː/. After this pretest, they were separated into two groups: using edited TED talks, the experimental group (G) (N=8) watched videos of Global English varieties, and the control group (P) (N=8) watched videos of prestige English varieties. Both groups acquired losses, i.e., immediate posttest scores were mainly lower than pretest scores on vowel identification. Scores were predicted by the variation in interval between lessons and posttest, but not by the varieties of English used. This provides support for the view that GELT is as valid a language teaching approach as using prestige varieties.
{"title":"Accent Difference Makes No Difference to Phoneme Acquisition","authors":"Marc Jones, Carolyn Blume","doi":"10.55593/ej.26103a3","DOIUrl":"https://doi.org/10.55593/ej.26103a3","url":null,"abstract":"ELT materials tend to use prestige variety speakers as models, an underlying assumption being that this is needed in order to acquire the phonology necessary to parse English speech (Rose & Galloway, 2019). Global Englishes Language Teaching (GELT) (Galloway & Rose, 2018) provides the potential for movement away from such ‘native speaker’ ideologies, but lacks empirical evidence. In this study, the use of GELT input in comparison with prestige varieties of English was investigated. Sixteen first-year L1 Japanese university students in an English Medium Instruction programme participated in a self-paced listening study via a learning management system (LMS). All participants were tested on their perception of the English vowels /æ/, /ʌ/, /ɜː/ and /ɔː/. After this pretest, they were separated into two groups: using edited TED talks, the experimental group (G) (N=8) watched videos of Global English varieties, and the control group (P) (N=8) watched videos of prestige English varieties. Both groups acquired losses, i.e., immediate posttest scores were mainly lower than pretest scores on vowel identification. Scores were predicted by the variation in interval between lessons and posttest, but not by the varieties of English used. This provides support for the view that GELT is as valid a language teaching approach as using prestige varieties.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79090614","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}
Translanguaging, i.e., the use of multiple languages to make and negotiate meaning, has been shown to be beneficial for language learning (see, e.g., García & Kleifgen, 2020). Although it is a fairly natural and spontaneous phenomenon in the lives of many multilingual speakers, its role is not well established in the language classroom, where the use of learners’ mother tongues (L1s) or some additional languages (L2s) besides the target language (TL) is often frowned upon (by school authorities, teachers, and even students themselves). For this reason, there have been calls to “explore what ‘teachable’ pedagogic resources are available in flexible, concurrent approaches to learning and teaching languages bilingually” (Creese & Blackledge, 2010, p. 113). One such possible resource is the corpus, an electronic database of naturally-occurring language that can be investigated by means of special tools and techniques to gain insights into the language(s) or language variety (varieties) represented in the corpus. What is particularly interesting about corpora from a pedagogical perspective is that they can be used by students to make their own discoveries about language, a pedagogical approach known as ‘data-driven learning’, or DDL for short (see Gilquin & Granger, 2022). In what follows, I review some of the corpora that could be useful in translanguaging pedagogy and briefly show how they could help language learners leverage their own multilingual repertoires.
{"title":"Translanguaging and data-driven learning: How corpora can help leverage learners’ multilingual repertoires","authors":"Gaëtanelle Gilquin","doi":"10.55593/ej.26103a22","DOIUrl":"https://doi.org/10.55593/ej.26103a22","url":null,"abstract":"Translanguaging, i.e., the use of multiple languages to make and negotiate meaning, has been shown to be beneficial for language learning (see, e.g., García & Kleifgen, 2020). Although it is a fairly natural and spontaneous phenomenon in the lives of many multilingual speakers, its role is not well established in the language classroom, where the use of learners’ mother tongues (L1s) or some additional languages (L2s) besides the target language (TL) is often frowned upon (by school authorities, teachers, and even students themselves). For this reason, there have been calls to “explore what ‘teachable’ pedagogic resources are available in flexible, concurrent approaches to learning and teaching languages bilingually” (Creese & Blackledge, 2010, p. 113). One such possible resource is the corpus, an electronic database of naturally-occurring language that can be investigated by means of special tools and techniques to gain insights into the language(s) or language variety (varieties) represented in the corpus. What is particularly interesting about corpora from a pedagogical perspective is that they can be used by students to make their own discoveries about language, a pedagogical approach known as ‘data-driven learning’, or DDL for short (see Gilquin & Granger, 2022). In what follows, I review some of the corpora that could be useful in translanguaging pedagogy and briefly show how they could help language learners leverage their own multilingual repertoires.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74024658","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}
Luis Javier Pentón Herrera, Brenda Custodio, J. O’Loughlin
Recent trends of migration have contributed to the growing number of Students with Limited or Interrupted Formal Education (SLIFE) in our K-12 classrooms in the United States and worldwide. Simultaneously, the visibility of SLIFE in academic publications from around the world (i.e., Custodio & O’Loughlin, 2017; DeCapua et al., 2020; Pentón Herrera, 2022) contributes to a general understanding of best practices on what this population needs and how teachers can best help them. In this article, we rely on recent and relevant available publications, as well as personal experiences, to recommend essential social-emotional and academic considerations that teachers and stakeholders should know to support SLIFE effectively. The social-emotional considerations shared include social and emotional needs, cultural dissonance, connections to programming and services, and interpersonal relationships. The academic considerations shared are programming, first language (L1) literacy instruction, appropriate scaffolding, oscillating target language (L2) literacy instruction, and authentic learning beyond the school walls.
最近的移民趋势导致美国和世界各地K-12教室中接受有限或中断正规教育(SLIFE)的学生人数不断增加。同时，SLIFE在世界各地学术出版物上的知名度(如:Custodio & O’loughlin, 2017;DeCapua et al.， 2020;Pentón Herrera, 2022)有助于对这一人群的需求以及教师如何最好地帮助他们的最佳实践的总体理解。在这篇文章中，我们依靠最近和相关的出版物，以及个人经验，来推荐必要的社会情感和学术考虑，教师和利益相关者应该知道有效地支持SLIFE。共同的社会情感考虑包括社会和情感需求、文化失调、与规划和服务的联系以及人际关系。共同的学术考虑是编程、第一语言(L1)识字教学、适当的脚手架、振荡目标语言(L2)识字教学和超越学校围墙的真实学习。
{"title":"Providing social-emotional and academic supports to SLIFE: What every teacher needs to know","authors":"Luis Javier Pentón Herrera, Brenda Custodio, J. O’Loughlin","doi":"10.55593/ej.26103a16","DOIUrl":"https://doi.org/10.55593/ej.26103a16","url":null,"abstract":"Recent trends of migration have contributed to the growing number of Students with Limited or Interrupted Formal Education (SLIFE) in our K-12 classrooms in the United States and worldwide. Simultaneously, the visibility of SLIFE in academic publications from around the world (i.e., Custodio & O’Loughlin, 2017; DeCapua et al., 2020; Pentón Herrera, 2022) contributes to a general understanding of best practices on what this population needs and how teachers can best help them. In this article, we rely on recent and relevant available publications, as well as personal experiences, to recommend essential social-emotional and academic considerations that teachers and stakeholders should know to support SLIFE effectively. The social-emotional considerations shared include social and emotional needs, cultural dissonance, connections to programming and services, and interpersonal relationships. The academic considerations shared are programming, first language (L1) literacy instruction, appropriate scaffolding, oscillating target language (L2) literacy instruction, and authentic learning beyond the school walls.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78087208","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}
This article explores the translanguaging practices of five middle-school emergent bilinguals in mathematics. Situated in a Spanish-English dual language school in Miami, Florida, this ethnographic case study utilized student shadowing as the principal method of data collection. Data sources included six months of classroom observations, students’ mathematics work, and interviews with students and their mathematics teachers. Findings illustrate how translanguaging was not a random, haphazard experience among participants; rather students and their teachers transcended modes in a dynamic way that reflected their personal histories as members of Spanish-speaking families, as Latinas/os living in Miami, as members of a dual language school, and as individuals with different mathematics histories. This research underscores the multimodal aspects of translanguaging that students used to make sense of their mathematics learning. It highlights translanguaging as an asset-based pedagogy in its recognition of students’ funds of linguistic knowledge. Pedagogical implications are provided for the teaching and learning of mathematics among emergent bilinguals.
{"title":"“It’s How We Get Along” – Translanguaging in Middle-School Mathematics Class","authors":"E. Mackinney","doi":"10.55593/ej.26103a8","DOIUrl":"https://doi.org/10.55593/ej.26103a8","url":null,"abstract":"This article explores the translanguaging practices of five middle-school emergent bilinguals in mathematics. Situated in a Spanish-English dual language school in Miami, Florida, this ethnographic case study utilized student shadowing as the principal method of data collection. Data sources included six months of classroom observations, students’ mathematics work, and interviews with students and their mathematics teachers. Findings illustrate how translanguaging was not a random, haphazard experience among participants; rather students and their teachers transcended modes in a dynamic way that reflected their personal histories as members of Spanish-speaking families, as Latinas/os living in Miami, as members of a dual language school, and as individuals with different mathematics histories. This research underscores the multimodal aspects of translanguaging that students used to make sense of their mathematics learning. It highlights translanguaging as an asset-based pedagogy in its recognition of students’ funds of linguistic knowledge. Pedagogical implications are provided for the teaching and learning of mathematics among emergent bilinguals.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82166799","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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