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Say It in Your Language: Supporting Translanguaging in Multilingual Classes
Emergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However, these translanguaging abilities are often not supported in English‐dominant school settings. The author proposes six design principles that educators can use to create instructional strategies that support emergent bilinguals’ translanguaging in the classroom. The author then describes an instructional activity that was created and implemented following the design principles. During this activity, second‐grade emergent bilingual students used tablets to record and share multilingual e‐books. As a result, not only were students’ translanguaging abilities supported, but students were also able to create bilingual written texts and develop strategies to effectively translate for one another.
Journal Article
Building Culturally and Linguistically Sustaining Spaces for Emergent Bilinguals: Using Read‐Alouds to Promote Translanguaging
Multilingual students arrive in classrooms with rich language knowledge and funds of knowledge. Educators must recognize that emergent bilinguals speak multiple languages. They have one unitary language system; their language is bilingualism. Whether in a monolingual classroom setting or a multilingual setting, when working with emergent bilinguals, it is important that all of the students’ linguistic resources are welcomed into the classroom. The author describes how, as a first‐grade dual‐language (Spanish–English) teacher, she used children's literature and translanguaging to support her emergent bilinguals in using all of their linguistic resources to make meaning and build a linguistically sustaining space. The use of the text created a space for the teacher to model translanguaging and for the students to use all of their linguistic resources.
Journal Article
Assessment and autonomy in language learning
\"While assessment and autonomy are areas that have been extensively explored in relation to EFL and foreign language learning in general, the nature of the relationship between the two has not been given the coverage that one might expect. This book examines this contested relationship from a number of perspectives in a variety of Higher Education language-learning contexts in Europe and the Far East. The contributors to the book, all teacher-researchers with direct experience of the issues and challenges involved, describe research into assessment both for and as autonomy, as well as approaches to the assessment of autonomy itself. The chapters explore how assessment can be used to promote and increase autonomy through learner involvement in assessment processes. Addressing a range of challenges to both autonomy in assessment and the assessment of autonomy, the book also provides practical models, tools and techniques for putting these ideas into practice, which can be adapted to other teaching contexts beyond language learning\"-- Provided by publisher.
Book
Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner-Generated Content in Instructional Task Design
This study investigates learner engagement in pedagogic task performance by triangulating multiple sources of data to gain insight into the cognitive and affective processes that take place on a range of tasks and how they engage learners of different target languages. The study provides a detailed analysis of 4 learners' second language (L2) performance (2 first language [L1] Japanese learners of English; 2 L1 Japanese learners of Chinese). All learners completed an identical set of 12 communication tasks in 3 discourse genres (instruction, narrative, and opinion) in a learner-generated (LGC) and teachergenerated content (TGC) condition. The performances were followed by immediate stimulated video recalls and questionnaires on perceived levels of anxiety and motivation during each task. Triangulation of these data sources revealed that both the English and Chinese learners were more socially and emotionally engaged in LGC tasks than in TGC tasks and that this engagement was associated with more fluent and accurate, but less complex, speech. The difference between the Chinese and English learners was in their self-reported preferences and levels of anxiety and motivation while performing the tasks in the respective conditions. Based on the learners' background profiles, this difference in subjective response to the tasks is attributed to previous experience with formal L2 instruction.
Journal Article
A Comparison of L2-L2 and L2-Heritage Learner Interactions in Spanish Language Classrooms
Conversational interaction studies have typically focused either on second language (L2) learners participating in native speaker-nonnative speaker (NS-NNS) dyads or in NNS-NNS dyads. This study analyzes the task-based interactions of 26 naturally occurring learner dyads in an intermediate-level, university Spanish language classroom, 13 of which were matched L2 learner dyads and 13 of which were mixed L2 learner-heritage learner (HL) dyads. Specifically, the study compared the two dyad types to determine whether they differed in their focus on form or in the amount of talk produced during interaction. Results revealed that the two types of dyads were largely similar, although instances of focus on form were more likely to be resolved in a target-like way by mixed L2-HL pairs than by matched L2-L2 pairs, and there was significantly more target language talk in mixed pairs. Interestingly, L2 learners used the target language significantly more with HL learners than they did with other L2 learners, suggesting that different conversational norms may be at play in the two pair types. Furthermore, posttask questionnaire data indicated that L2 and HL learners alike saw the interaction as a greater opportunity for the L2 learner's development than for the HL learner's, calling into question whether classroom contexts like this one meet the needs of HL learners.
Journal Article
Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners
In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi‐/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto‐Manning establishes the understanding that education is a human, civil, and legal right and briefly reviews the laws determining the education of bilingual children in the United States. In doing so, she explores issues of access and equity in education, then focuses on Ladson‐Billings's concept of culturally relevant teaching and shares examples of culturally relevant teaching in action. These examples come from dual‐language and ESOL classrooms in the United States. She concludes by inviting readers to consider ways to honor and build on the language and literacy practices of bilingual and multilingual learners.
Journal Article
The Roles of Parents in Community Korean–English Bilingual Family Literacy
This study introduces parents’ roles in the community Korean–English bilingual family literacy program named Family Storytime. It was offered at the Korean church for 30 minutes during lunch time on Sundays over 3 months. The Korean parents played two major roles: facilitators and participants. As facilitators, the parents advertised the literacy program to other Korean families, set up the room, managed children’s behaviors, and assisted bookplay activities. The Korean parents were active participants who responded to the book, interacted with children, and gave positive feedback to children. The parents’ heritage–language skills and funds of knowledge were valuable resources at the Family Storytime sessions. This study offers an example for how bilingual parents can be involved in family literacy in schools and communities.
Journal Article