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Bilingual Students’ Meaning-Making Strategies When Exploring Wordless Picturebooks in Interactive Shared Reading
A limited number of studies have investigated how different genres of wordless picturebooks impact children’s interactions and story creations in the context of shared book reading. Employing a transactional theory as a guiding lens, this study explores second-grade Korean-English bilingual students’ dialogical patterns of interaction during interactive shared book reading, where different genres (i.e., realistic, fantasy, historical, & science fictions, folktale, and narrative nonfiction) of wordless picturebooks were provided. Using an open and a priori coding, eight codes are developed to identify the students’ meaning-making strategies when analyzing illustrations and building storylines of the wordless picturebooks. The findings present that the bilingual students engaged in deeper interaction with the pictorial images and utilized diverse but different meaning-making strategies according to the genres of wordless picturebooks. For instance, the students made greater personal connections and integrated a larger number of their emotional expressions when making stories from the fictions than the narrative nonfiction. Since elementary school curriculum lacks the pedagogy that includes visual literacy, the study suggests third spaces like Heritage Language schools can be desirable places to develop such essential skills. The findings provide implications that using different genres of wordless picturebooks can be an influential pedagogical instrument to help students develop their visual literacy competencies. Since pictorial images in wordless picturebooks display multiple layers of meanings, interpretations, and comprehension, teachers must acknowledge that students' voices and responses from different visual literacy should be valued during shared reading activities.
Journal Article
Phoebe sounds it out
When Phoebe's class begins practicing writing their names, her teacher tells her to sound it out, but Phoebe struggles with the correct spelling.
Book
How Parental Role Identity Shapes Teacher Identity: A DSMRI-Based Study in a Chinese Community School in Scotland
This study explores the role of parental identity in shaping teacher identity within a Chinese community language school in Scotland, using the Dynamic Systems Model of Role Identity (DSMRI) framework. Through purposive sampling and semi-structured interviews with Mandarin teachers, the research identifies the dual roles of teachers as parents and educators align in terms of beliefs, goals, and action possibilities further fostering their professional identity development. The findings reveal that teacher identity in community language schools is emergent, non-linear, and highly contextualised, reflecting the dynamic nature of identity formation. Moreover, the development of teacher identity involves the intricate interplay and restructuring of multiple role identities through both intra- and inter-personal processes, which are mediated by socio-cognitive, cultural factors, and individual dispositions within the specific context. For instance, the school functions as both a community and a Community of Practice (CoP), fostering identity formation through shared values, goals, and collaborative actions. Key challenges, such as limited peer interaction and marginalisation within the broader educational landscape, are also discussed.
Plain Language Summary
When Parents Become Teachers: Understanding Identity in a Chinese Community School in Scotland
This study looked at how being a parent influences the way community school teachers see themselves as educators. It focused on Mandarin-speaking teachers in a Chinese weekend school in Scotland. The research found that their experiences as parents helped shape their teaching style, goals, and confidence. Support from the school and the community also played an important role. The study highlights the need for more recognition and support for teachers in community-based schools.
Journal Article
Silent letters loud and clear
When Mr. Wright's students express a dislike for silent letters, the offended letters decide to teach them a lesson by going on strike.
Book
Digital Teaching Competence Regarding Foreign Languages and Learning Modes at Official Language Schools in Andalusia (Spain)
Despite the limited academic focus on the context of Official Language Schools (OLSs), these institutions play a crucial role in the formal education system, which are exclusively dedicated to foreign language teaching across various modalities in Andalusia, where ten different languages are taught. The main aim of this study is to perform an analysis the following two specific aspects: first, a descriptive analysis of the digital competence of 105 OLS teachers, and, second, a contrastive analysis examining potential differences in digital competence based on the language and teaching modalities (e.g., face-to-face vs. blended learning). This study uses the DigCompEdu framework to evaluate the digital skills of the teachers, revealing that, while they receive some training in digital competence, the overall level is only moderate, indicating a significant need for further professional development. Notably, the study highlights that the teachers’ ability to convey the importance of digital tools for educational purposes is a crucial area, particularly in an environment where digital natives and immigrants coexist, presenting an intergenerational digital divide. The contrastive analysis shows no significant differences in digital competence based on language or modality, pointing to the lack of specialized training for blended learning teachers, who must rely heavily on technology in their work. This study suggests future research should focus on the digital competence of students, considering age as a potential influential factor in language learning, and recommends designing a tailored digital competence training plan for OLS teachers based on the DigCompEdu framework, which could benefit foreign language educators broadly.
Journal Article
Happy endings : a story about suffixes
When Mr. Wright makes his students study word endings on the last day of school, even the suffixes rebel.
Book
Age and the Rate of Foreign Language Learning
This book examines the various ways in which age affects the process and the product of foreign language learning in a school setting. It presents studies that cover a wide range of topics, from phonetics to learning strategies. It will be of interest to students and researchers working in SLA research, language planning and language teaching.
eBook
Nouns and verbs have a field day
When the children in Mr. Wright's class have a field day, nouns and verbs in the classroom make their own fun.
Book
Educational AI Chatbots for Content and Language Integrated Learning
Using advanced artificial intelligence (AI) technology in learning environments is one of the latest challenges for educators and education policymakers. Conversational AI brings new possibilities for alternative and innovative Information and Communication Technologies (ICT) tools, such as AI chatbots. This paper reports on field experiments with an AI chatbot and provides insights into its contribution to Content and Language Integrated Learning (CLIL). More specifically, this paper presents an experimental use case of an educational AI chatbot called AsasaraBot, designed to teach high school students cultural content in a foreign language, i.e., English or French. The content is related to the Minoan Civilization, emphasizing the characteristic figurine of the Minoan Snake Goddess. The related chatbot-based educational program has been evaluated at public and private language schools in Greece. The findings from these experiments show that the use of AI chatbot technology for interactive ICT-based learning is suitable for learning foreign languages and cultural content at the same time. The AsasaraBot AI chatbot has been designed and implemented in the context of a postgraduate project using open-source and free software.
Journal Article