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Language ideologies and access in a multilingual tutoring program International Multilingual Research Journal (IF 1.543) Pub Date : 2024-02-26 Chris K. Chang-Bacon, Christopher Hu, Isabel Vargas, Lucy A. Montalvo
This study explores language ideologies within a multilingual tutoring program. We analyze the perspectives of multilingual university-students (n = 49) who were trained as tutors and paired with h...
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Enhancing pre-service teachers’ projective agency for diverse and multilingual classrooms through a course on curriculum development International Multilingual Research Journal (IF 1.543) Pub Date : 2024-02-19 Darío Luis Banegas, Michael Budzenski, Fang Yang
Framed in teacher research, this article examines on how a group of 220 preservice language teachers’ understandings of teacher agency evolved in a course on second language teaching curriculum. Th...
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Resisting neoliberalism: testimonios of language teachers as social activists International Multilingual Research Journal (IF 1.543) Pub Date : 2024-02-17 David Martínez-Prieto
This study examines the testimonios of Mexican language teachers who experienced the violent and institutional imposition of neoliberal policies at the main university at the state of Puebla. Throu...
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The decision to publish in a minority language: the case of the Basque language International Multilingual Research Journal (IF 1.543) Pub Date : 2024-01-30 Mari Mar Boillos, Garbiñe Bereziartua, Nahia Idoiaga
Since the normalization of the Basque language in the 1980s, this minority and co-official language of the Basque Autonomous Community has been increasingly present in the academic sphere. Universi...
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Sanctioning a space for literacy practices to promote transnational students’ identity development in a HL classroom International Multilingual Research Journal (IF 1.543) Pub Date : 2024-01-30 Chaehyun Lee
Employing transnationalism and transnational literacies as theoretical perspectives, this study explores how two focal students from Asian immigrant families construct their transnational and trans...
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How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual teachers’ interactions with different student grouping configurations International Multilingual Research Journal (IF 1.543) Pub Date : 2024-01-16 Guillermo Solano-Flores, Maria Araceli Ruiz-Primo, Min Li, Xueyu Zhao, Chelsey Shade, Ashley Chrzanowski
We address the notion that different student grouping configurations in the classroom may provide different sets of opportunities for English learners (ELs) – students whose home language is not En...
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Multilingual students’ linguistic repertoires as a resource: a case study of assessments in journalism studies International Multilingual Research Journal (IF 1.543) Pub Date : 2024-01-14 Sisanda Nkoala
This mixed-methods case study develops a monolingual-multilingual continuum that depicts how multilingual students draw on their linguistic repertoire as a resource when undertaking assessments in ...
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Following Indigeneity to unbuild inequities in teaching for multilingualism: restoring relationship with the Land International Multilingual Research Journal (IF 1.543) Pub Date : 2024-01-07 M. Garrett Delavan, James A. Gambrell, G. Sue Kasun
This theoretical article explores how Land-based education could help decolonize language education, starting from the case of dual language bilingual education (DLBE) in the United States. We invo...
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Moving the needle for ever-ELs?: advanced math course taking and college enrollment International Multilingual Research Journal (IF 1.543) Pub Date : 2023-12-07 Rebecca M. Callahan, Lauren Schudde, Kimberly Pack-Cosme
STEM preparation – especially high school math course-taking – is a key predictor of college entrance. Previous research suggests that high school English learners (ELs) not only take fewer advance...
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Transgressive translanguaging: theorizing the corriente International Multilingual Research Journal (IF 1.543) Pub Date : 2023-12-01 Melissa Adams Corral, Peter Sayer
Translanguaging in classrooms opens spaces for multilingual students to engage in learning across the full range of their linguistic repertoire. We argue that one result of translanguaging pedagogy...
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Attitude towards language use and maintenance among Yorùbá-English bilinguals in the United States International Multilingual Research Journal (IF 1.543) Pub Date : 2023-11-14 Oluwateniola Kupolati, Mojisola Shodipe
This study examines attitudes to language use and maintenance among Yorùbá-English bilinguals in the United States. Using the direct approach in language attitude research, it specifically interrog...
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Cultivating a critical translanguaging space in dual language bilingual education International Multilingual Research Journal (IF 1.543) Pub Date : 2023-11-03 Laura Hamman-Ortiz
An area of ongoing debate among bilingual scholars and practitioners is the extent to which instructional languages should be separated in dual language bilingual education (DLBE). This article con...
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Instructional strategies used by teachers in multilingual classes to help non-speakers of the language of instruction learn initial reading skills in Zambia International Multilingual Research Journal (IF 1.543) Pub Date : 2023-09-10 Sitwe Benson Mkandawire, Stephanie Simmons Zuilkowski, Joseph Mwenya Mwansa, Peter Chomba Manchishi
ABSTRACT Pedagogical strategies intended for monolingual classes may not adequately address the educational needs and aspirations of culturally and linguistically diverse learners, as multilingual and bilingual learners differ from monolinguals. This article sought to understand multilingual teachers’ pedagogical approaches to helping non-speakers of the language of instruction learn initial reading
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Flexible co-construction of meaning: facilitating emergent bi/multilingual children’s emergent exploratory talk in Spanish literature discussions International Multilingual Research Journal (IF 1.543) Pub Date : 2023-07-03 Amy Clark
Emergent bi/multilingual children have historically been afforded few opportunities to engage dialogically with peers and teachers in posing authentic questions and co- constructing interpretations...
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Moving beyond language dichotomies in the education of multilingual students: recontextualizing teacher resistance International Multilingual Research Journal (IF 1.543) Pub Date : 2023-06-01 Amanda K. Kibler, April S. Salerno, Elena Andrei
Several language dichotomies – particularly the pervasive idea that “academic” language distinctly contrasts with “social” language – have dominated teachers’ thinking and discourse about language-...
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Raciolinguistic metacommentary: Examining Latina/o bilingual teacher candidates’ everyday experiences with raciolinguistic ideologies International Multilingual Research Journal (IF 1.543) Pub Date : 2023-05-30 Christian Fallas-Escobar
This article documents the spontaneous, implicit, and explicit ideological commentary – what I have termed raciolinguistic metacommentary – that 17 Latina/o bilingual teacher candidates (TCs) repor...
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Translanguaging through the lens of social justice: unpacking educators’ understanding and practices International Multilingual Research Journal (IF 1.543) Pub Date : 2023-05-25 Anshika Bhasin, Mariana Castro, Diego Román
This article focuses on translanguaging, which has been posited as a language practice, pedagogical tool, and lens that values individuals’ linguistic resources and deems them valuable. Scholars ha...
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The impact of linguistic racism and coloniality on Sri Lankan English studies: the case of Burgher English International Multilingual Research Journal (IF 1.543) Pub Date : 2023-05-15 Agra Rajapakse
This paper argues that descriptions of Sri Lankan English (SLE) are influenced by ideologies of linguistic racism and coloniality through an examination of the possible reasons for their neglect of...
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Multilingualism in linguistic landscapes in Tunisia: a critical discourse analysis of language policy activities International Multilingual Research Journal (IF 1.543) Pub Date : 2023-05-14 Fethi Helal
Taking a multi-level perspective on language-in-public-space policy, this study investigates the way Tunisia’s dominant languages are dealt with in three independent but interrelated activities of ...
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The value of multilingualism for sustainable development: a case study of languages in Australia International Multilingual Research Journal (IF 1.543) Pub Date : 2023-05-11 Tobias Schroedler, Alice Chik, Phil Benson
This paper forwards the notion that languages are an important resource for sustainable development for modern societies. Informed by theories from both sociolinguistics and language economics on t...
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A newcomer’s spontaneous translanguaging in lower-secondary physics education International Multilingual Research Journal (IF 1.543) Pub Date : 2023-05-10 Jenny Uddling, Anne Reath Warren
ABSTRACT Research indicates that encouraging translanguaging can enhance learning in a range of contexts. However, there are few studies examining translanguaging for learning among newcomers in science education. This case study fills this research gap by examining in what ways a newcomer to the school uses translanguaging practices with his classmate to participate more fully in a linguistically
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Unpacking complex language ideologies toward heritage language maintenance: a case of Chinese migrant families in the US International Multilingual Research Journal (IF 1.543) Pub Date : 2023-05-05 Xiruo Tang, Yongyan Zheng
This study aims to explore how a group of Chinese American families transcend essentialist thinking through negotiating with different ideological orientations toward their heritage language and ho...
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Examining ESL and bilingual teachers’ agency after NCLB: expanding the ecological perspective International Multilingual Research Journal (IF 1.543) Pub Date : 2023-04-11 Yao Fu, Zhenjie Weng
ABSTRACT There is growing recognition about the importance of studying teacher agency in working with Linguistically Diverse Students (LDSs) after No Child Left Behind (NCLB) and Every Student Succeed Act (ESSA) given that the high-stakes testing and accountability system, required by NCLB and largely maintained by ESSA, have exerted negative effects on LDS educators and students. In response to this
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Teacher beliefs about multilingual learners: how language ideologies shape teachers’ hypothetical policymaking International Multilingual Research Journal (IF 1.543) Pub Date : 2023-03-06 Katie A. Bernstein, Kate T. Anderson, Kevin Close, Sara Rodriguez Martinez
ABSTRACT Teachers’ language ideologies shape their classroom language policy-making, which in turn shapes students’ opportunities to learn. Attention to language ideologies is therefore critical for teacher educators who seek to support pre- and in-service teachers in becoming pro-multilingual policymakers. This mixed methods, survey-based study explores the language ideologies and hypothetical policy-making
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The visibility and salience of languages in an Indian agglomeration: A case study International Multilingual Research Journal (IF 1.543) Pub Date : 2023-02-23 Nusrat Begum, Sweta Sinha
ABSTRACT Linguistic landscaping (LL) is an emerging field of Sociolinguistics exploring the language in its textual form in public sphere. This paper investigates the visibility and prominence of languages in the public space of Patna, the capital city of Bihar, India. A total of 10 city neighborhoods are chosen for the study. The corpus of the study is collected by using diversity sampling method
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The design of mathematics testing accommodations for second language learners: semiotic exchangeability of translation and illustration pop-up glossaries in computer-administered tests International Multilingual Research Journal (IF 1.543) Pub Date : 2023-02-23 Guillermo Solano-Flores, Vitaliy Shyyan, Magda Chía, Rachel Kachchaf
ABSTRACT We examined semiotic exchangeability in pop-up glossary translations and illustrations used as supports for second language learners (SLLs) in computer-administered mathematics tests. In a sample of 516 mathematics items, Grades 3–8 and 11, from a large-scale assessment program in the US, test developers identified terms that could be translated and terms that could be illustrated without
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Language diversity as resource or as problem? Educator discourses and language policy at high schools in the Netherlands International Multilingual Research Journal (IF 1.543) Pub Date : 2023-02-16 Cynthia Groff, Wendy Zwaanswijk, Ann Wilson, Nadira Saab
ABSTRACT The ways in which educators talk about diversity, and specifically about linguistic diversity, reflect underlying beliefs about language in society and influence teaching practice. Semi-structured interviews with 55 high school teachers in the Netherlands were analyzed qualitatively in order to identify teachers’ discourse patterns related to the backgrounds and home languages of their students
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Enhancing L2 learning in a class of unaccompanied minor refugee students through translanguaging pedagogy International Multilingual Research Journal (IF 1.543) Pub Date : 2022-11-29 Paraskevi Mammou, Christina Maligkoudi, Nikos Gogonas
ABSTRACT This paper looks at how the promotion and usage of translanguaging practices in the teaching process facilitates learning Greek as a L2 by unaccompanied minor refugee students in a class of non-formal education. Drawing on ethnographic data the present study examines how educational interventions that were designed following the principles of translanguaging pedagogy can facilitate language
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Long-term English learners’ mathematics course trajectories: downstream consequences of early remediation on college preparation International Multilingual Research Journal (IF 1.543) Pub Date : 2022-10-26 Paulina J. Biernacki, Jennifer Altavilla, Klint Kanopka, Hsiaolin Hsieh, Guillermo Solano-Flores
ABSTRACT We investigated how high school mathematics course placement contributes to inequalities in college preparation for students categorized as “English Learners” (ELs), especially “long-term” English Learners (LTELs). We devised a base-2 enumeration approach that allowed us to process complex transcript data from one school district and enumerate the thousands of possible trajectories (combinations)
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Linguistic acculturation preferences of Catalan local students toward their peers of Moroccan descent. The determining factors of linguistic assimilationism International Multilingual Research Journal (IF 1.543) Pub Date : 2022-10-20 Ursula Hinostroza-Castillo, Maria-Adelina Ianos, Cristina Petreñas, Cecilio Lapresta-Rey
ABSTRACT As a response to the migratory movements initiated at the end of the past century in Catalonia (Spain), its educational system aims to promote interculturality and multilingualism as a way to achieve social cohesion. For this purpose, it is important to improve our understanding of the linguistic acculturation preferences endorsed by local students toward students of immigrant origin – a scarcely
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How different are English learners from their native English-speaking peers? Evidence of equivalent lexical competence in classroom conversations International Multilingual Research Journal (IF 1.543) Pub Date : 2022-09-05 Hsiaolin Hsieh, Simon Wiles, Guillermo Solano-Flores
ABSTRACT We address the concern that classification of English learners (ELs) primarily based on standardized tests does not accurately reflect what students know and can do with English. While qualitative classroom discourse analyses show that ELs’ language-in-use is not as limited as test scores indicate, available evidence is sparse and prone to unintentional biases. Informed by sociocultural theory
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Unpacking the language demands in academic content and English language proficiency standards for English learners International Multilingual Research Journal (IF 1.543) Pub Date : 2022-09-02 Mikyung Kim Wolf, Alison L. Bailey, Laura Ballard, Yuan Wang, Anahit Pogossian
ABSTRACT In U.S. K-12 public schools, educational policy and practice for English learner (EL) students center around two sets of academic standards: English language proficiency (ELP) standards and content standards such as in English language arts and mathematics. This study examined the types of language demands manifested in those standards in Grade 5. Additionally, we investigated perceptions
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Plugging in translanguaging: thinking across theory for methodological innovation in English learner and multilingual education International Multilingual Research Journal (IF 1.543) Pub Date : 2022-07-22 Kevin Donley
ABSTRACT A translanguaging lens in educational research focuses on social, cultural, and power dynamics of language and multilingualism in practice. It also represents a potentially transformative pedagogical practice that centers the languaging practice, power, and agency of multilingual learners to transgress classroom language borders. However, translanguaging research that focuses on only the social
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Pride and profit: language, identity and tourism in Russia International Multilingual Research Journal (IF 1.543) Pub Date : 2022-07-22 Alsu Tuktamyshova, Ksenia Kirillova
ABSTRACT This article argues that multilingual locales with minority, national and global languages at hand can become a site where meaning of social experience is negotiated and contested, and the role of minority languages can be reconceptualized. More specifically, using the example of Tatar, a minority language in Russia, as well as the framework grounded in the tropes of ‘pride’ and ‘profit, the
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Beyond the “Core” curriculum: expanding access to multilingual learners International Multilingual Research Journal (IF 1.543) Pub Date : 2022-06-29 Johanna M. Tigert, Christine Montecillo Leider
Published in International Multilingual Research Journal (Vol. 16, No. 3, 2022)
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Multilingual learners, the arts, and family engagement in our public schools International Multilingual Research Journal (IF 1.543) Pub Date : 2022-06-29 Julie Sawyer, Lauren Luciani, Nicole Bastiaanse-Fritch, Shannon Gagne, Cindy Parsons
ABSTRACT Multilingual learners, some of whom are also new immigrants to the United States, are a growing demographic in our K-12 public schools. Unfortunately, multilingual learners find limited academic opportunities in our public schools. This research explores the opportunity gap for our culturally and linguistically diverse students, the positionality of art educators and their capacity to create
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Supporting multilingual students from policy to practice: Systemic initiatives to create equitable career and technical education International Multilingual Research Journal (IF 1.543) Pub Date : 2022-06-29 Mark R. Emerick
ABSTRACT This paper focuses on the need to provide systems of support for multilingual students in career and technical education (CTE) programs. The paucity of research on multilingual students’ access to, participation in, and outcomes from CTE and lack of attention to issues of language in CTE teacher preparation has left CTE educators and administrators with little basis for imagining meaningful
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Principled practice for drama and theater arts with multilingual learners International Multilingual Research Journal (IF 1.543) Pub Date : 2022-06-29 Sergio L. Sanchez, Steven Z. Athanases
ABSTRACT All disciplines have particular ways of knowing, common practices, and means of using language that mediate and potentially support engagement with the discipline. For multilingual learners, language demands of a discipline can be a closed door or a facilitated entryway. Drama and theater arts, the focus of our article, are often marginalized in curricula across the grades and therefore receive
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Museums in support of preservice teacher learning: expanding understandings of multiliteracies and translanguaging in content area teaching International Multilingual Research Journal (IF 1.543) Pub Date : 2022-06-29 Matthew R. Deroo
ABSTRACT This article investigates how a community-university partnership between an art-museum and a teacher education program supported university students in a disciplinary literacy course to move beyond the privileging of discrete language systems to extend awareness of learners’ multilingual and multimodal resources as a part of their integrated communicative repertoires. Specifically, the article
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A space for culturally and linguistically diverse learners?: Using S-STEP to examine world language teacher education International Multilingual Research Journal (IF 1.543) Pub Date : 2022-06-29 Christina L. Dobbs, Christine Montecillo Leider, Johanna Tigert
ABSTRACT When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher
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CLIL and SIOP: an effective partnership? International Multilingual Research Journal (IF 1.543) Pub Date : 2022-05-10 Patricia Bárcena-Toyos
ABSTRACT This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers’ methodological needs to integrate content and language. The study also analyzes teachers’ receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the integration of content and language. It follows
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Sociolinguistic context matters: Exploring differences in contextual linguistic diversity in South Africa and England International Multilingual Research Journal (IF 1.543) Pub Date : 2022-05-04 Mandy Wigdorowitz, Ana I. Pérez, Ianthi M. Tsimpli
ABSTRACT Individual reports of language history, use, and proficiency are generally considered sufficient for language profiling. Yet, these variables alone neglect the contribution of contextual linguistic diversity to one’s overall language repertoire. In this study we used the Contextual Linguistic Profile Questionnaire to evaluate whether there is a difference in contextual linguistic diversity
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What the “periphery” can teach the “core” in the education of multilingual learners International Multilingual Research Journal (IF 1.543) Pub Date : 2022-04-21 Scott E. Grapin
ABSTRACT The contributors to this special issue make a compelling case for paying greater attention to multilingual learners (MLs) in ”peripheral“ (i.e., beyond the ”core”) educational settings, including in art, drama, museum, career and technical, and world language education. In this commentary, I build on and extend their argument by proposing that a focus on the periphery has the potential not
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“Maybe not 100%”: Co-constructing language proficiency in the Maya diaspora International Multilingual Research Journal (IF 1.543) Pub Date : 2022-04-15 Stephanie L. Canizales, Brendan H. O’Connor
ABSTRACT Language learning and the development of language proficiency are central concerns in the study of immigrant adaptation. This paper analyzes the social construction of language proficiency among Indigenous Guatemalan Maya youth in the United States– specifically, undocumented young adults who migrated to Los Angeles, California as unaccompanied minors and who grew up as low-wage workers. Our
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Globalization, linguistic markets, and nuanced identity performances: Farsi-English code-switching in Iran International Multilingual Research Journal (IF 1.543) Pub Date : 2022-01-31 Taraneh Sanei
ABSTRACT This paper explores the impact of globalization, and the consequent re-ordering of indexicalities associated with different languages and linguistic practices, on the sociolinguistic repertoires and behaviors of Farsi-English bilingual Iranians in Iran. I focus on the participants’ Farsi-English Code-switching (CS) practices and their positionings toward CS in naturally-occurring conversations
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Working with multilingual aphasia: attitudes and practices among speech and language pathologists in Norway International Multilingual Research Journal (IF 1.543) Pub Date : 2022-01-07 Monica I. Norvik, Marianne Lind, Bård Uri Jensen
ABSTRACT The growing number of elderly multilingual speakers suffering from strokes and aphasia requires a change in the services of speech and language pathologists (SLPs), who will be serving culturally and linguistically diverse individuals to an increasing extent. Two American studies have shown that a majority of SLPs who work with multilingual adults in the US felt that their academic and clinical
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“Teaching students like me:” Bilingual authorization candidates, motivations, and California’s bilingual education renaissance International Multilingual Research Journal (IF 1.543) Pub Date : 2021-12-30 Adam Sawyer, Jasmin Almaguer
ABSTRACT Emerging from nearly two decades of language suppression wrought by Proposition 227, a Bilingual Education Renaissance is underway in California as new programs proliferate at a much faster clip than the state can produce certified bilingual teachers. California’s policy shift is built upon an officially stated view of bilingualism as a resource beneficial for student academic success and
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Translanguaging and reading comprehension in a second language International Multilingual Research Journal (IF 1.543) Pub Date : 2021-12-17 Muhammad Asif Qureshi, Ahmad Aljanadbah
ABSTRACT The current study examined the impact of translanguaging on second language reading comprehension. The study involved an experimental and a control group. The participants in the experimental group (n = 38) were offered four opportunities to engage Arabic – their first language – in comprehending a text in English. These occasions for translanguaging included: (a) receiving Arabic glosses
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“What are you doing to us?!”: mediating English-only policies to sustain a bilingual education program International Multilingual Research Journal (IF 1.543) Pub Date : 2021-12-17 Maite T. Sánchez, Kate Menken, Liza N. Pappas
ABSTRACT Although U.S. schools that provide bilingual education typically must negotiate English-only policies and pressures to sustain their programming over time, little is known about what this entails at the individual school level. Our research examines in detail how the leaders of an elementary school in New York City with a Spanish-English transitional bilingual education program navigated a
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Grappling with the transformative potential of translanguaging pedagogy in an elementary school with Syrian refugees in post-coup Turkey International Multilingual Research Journal (IF 1.543) Pub Date : 2021-11-14 Şeyma Toker, Müge Olğun Baytaş
ABSTRACT Translanguaging pedagogies have been documented to support language minoritized students in various ways, such as supporting their academic learning, affirming their bi-/multilingual and cultural identities, and disrupting the colonial and monolingual ideologies dominating school curricula. Yet, very few scholars have pointed to the existing barriers in schools and societies hindering educators
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Translanguaging: a pedagogical concept that went wandering International Multilingual Research Journal (IF 1.543) Pub Date : 2021-10-06 David Singleton, Colin J. Flynn
ABSTRACT The term translanguaging goes back more than a quarter-century, originating in the domain of the teaching of Welsh, but it has over the years developed a wide variety of usages. While translanguaging is claimed to have advantages over other language education models, many of its new interpretations, which take it some distance from its original pedagogical sense, are seen by some as problematic
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Moving away from the 4-hour block: Arizona’s distinctive path to reversing its restrictive language policies International Multilingual Research Journal (IF 1.543) Pub Date : 2021-09-16 Yalda M. Kaveh, Katie A. Bernstein, Claudia Cervantes-Soon, Sara Rodriguez-Martinez, Saida Mohamed
ABSTRACT In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily Structured English Immersion requirement from
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Learning about English learners: teachers’ and leaders’ perceptions of effective professional development International Multilingual Research Journal (IF 1.543) Pub Date : 2021-09-05 Elizabeth M. Vera, Amy Heineke, Marla Israel, Martin Hill, Nancy Goldberger, Kimberly Hook, Bernasha Anderson
ABSTRACT Shortcomings in schools’ efforts to serve English learners (ELs) are often both a function of the continuing scarcity of teacher education and the ability of schools to implement high-quality professional development (PD) to successfully prepare effective teachers for this marginalized student population. Scant literature addresses the processes for initiating EL-focused PD, as well as the
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Perceptions of access to dual language education programs: the complexities of equity International Multilingual Research Journal (IF 1.543) Pub Date : 2021-08-19 Margaret Sullivan Marcus
ABSTRACT This study explores access to Spanish dual-language education (DLE) programs via the perceptions of various stakeholders, including district personnel, school administrators, and parents at two public DLE elementary schools in a large mid-Atlantic metropolitan district in the United States. Through a lens of equity, this comparative case study relied on semi-structured interviews to demonstrate
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Growing up (un)bounded: globalization, mobility and belonging among Korean third culture kids International Multilingual Research Journal (IF 1.543) Pub Date : 2021-07-27 Ahrum Jeon
ABSTRACT This study speaks to the larger question of how mobile upbringing that spans tensions between multiple communities across the globe influences one’s construction of identity and belonging. In this paper, I examine how young adults who have been living in multiple countries in their formative years- most prominently referred to as Third Culture Kids -reflect upon their transnational life trajectories
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The impact of linguistic background on the nature of classroom dyadic interactions: evidence from L2 and L3 learners of English as a foreign language International Multilingual Research Journal (IF 1.543) Pub Date : 2021-06-03 Mahbube Tavakol, Mansoor Tavakoli, Saeed Ketabi
ABSTRACT Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight leaners of English as first and eight learners
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The expropriation of dual language bilingual education: deconstructing neoliberalism, whitestreaming, and English-hegemony International Multilingual Research Journal (IF 1.543) Pub Date : 2021-06-02 Juan A. Freire, James Gambrell, G. Sue Kasun, Lisa M. Dorner, Claudia Cervantes-Soon
ABSTRACT A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and
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Designed for failure: English instruction as a tool for the perpetuation of students’ dependent and dominated status International Multilingual Research Journal (IF 1.543) Pub Date : 2021-05-31 Sham Haidar
ABSTRACT English, being used predominantly at the official level, in higher education, and in the job market, is the most sought after language in Pakistan. Access to quality instruction in and for English, however, remains a dream for most of the socio-economically disadvantaged students. This study explores the amount, intensity, and quality of access to English instruction in general school systems
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A young linguistic and cultural mediator: a case of trilingual siblings’ interaction International Multilingual Research Journal (IF 1.543) Pub Date : 2021-05-27 Jungmin Kwon, Patricia Martínez-Álvarez
ABSTRACT Siblings play crucial roles in each other’s cognitive and language development because they observe, imitate, and receive guidance and support from each other during their interactions. In this research, we examined trilingual siblings (ages 6 and 9) from an immigrant family with a rarely explored cultural background (American-born children of Korean Chinese parents) and their multilingual
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Community languages school teachers’ pedagogical habitus in transition: an Australian perspective International Multilingual Research Journal (IF 1.543) Pub Date : 2021-04-14 Hongzhi Yang, Hui-Zhong Shen
ABSTRACT This research investigated Australian community languages school (CLS) teachers’ emerging pedagogical habitus, focussing specifically on key dynamics effecting the adaptation in their pedagogical understanding and practice. Following an interview-based case study design, the research analyzed in detail major factors and their interplay that had impacted the development of an expanding pedagogical