Log in

Relevant bibliographies by topics / Emergent bilingual / Journal articles

To see the other types of publications on this topic, follow the link: Emergent bilingual.

Journal articles on the topic 'Emergent bilingual'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Emergent bilingual.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Crosson, Amy C., Margaret G. McKeown, Kelly P. Robbins, and Kathleen J. Brown. "Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 493–505. http://dx.doi.org/10.1044/2019_lshss-voia-18-0127.

Full text

Abstract:

Purpose In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., diminish , ambiguous ). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words, and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. Supplemental Material https://doi.org/10.23641/asha.9745169

APA, Harvard, Vancouver, ISO, and other styles

2

Sayer, Peter. "Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular." TESOL Quarterly 47, no. 1 (September 18, 2012): 63–88. http://dx.doi.org/10.1002/tesq.53.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

García, Georgia Earnest, and Heriberto Godina. "A Window Into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals." Journal of Literacy Research 49, no. 2 (April 20, 2017): 273–301. http://dx.doi.org/10.1177/1086296x17703727.

Full text

Abstract:

A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but differed in their English reading and oral proficiency test scores. All but one of them varied their cognitive and bilingual strategy use according to the demands and genre of the text and their oral English proficiency. The most frequent bilingual strategies demonstrated were translating and code-mixing. Only two children used cognates. The children often employed one language to explain their reading in the other language. They displayed a wider range of strategies across two languages compared with a single language, supporting the use of a holistic bilingual perspective to assess their reading rather than a parallel monolingual perspective. Their reading profiles in the two languages were similar, suggesting cross-linguistic transfer, although the think-aloud procedures could not determine strategy transference. The findings supported a translanguaging interpretation of their bilingual reading practices. Future research on how emergent bilingual children of different ages develop translanguaging and use it to comprehend texts was recommended.

APA, Harvard, Vancouver, ISO, and other styles

4

Babino, Alexandra, and Ricardo González-Carriedo. "Striving Toward Equitable Biliteracy Assessments in Hegemonic School Contexts." Association of Mexican American Educators Journal 11, no. 1 (May 31, 2017): 54. http://dx.doi.org/10.24974/amae.11.328.

Full text

Abstract:

American schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for English monolingual students. The lack of specific assessments created for emergent bilinguals provides teachers and other stakeholders with only a partial and often inaccurate view of the students’ literacy growth as they develop proficiency in two languages. In this theoretical article, the authors explore how three complex characteristics of emergent biliteracy development interact: bilingual language proficiency, domains of language use, and language dominance. Then, they describe how teachers and school district leaders can begin to create more equitable assessment practices that are more closely aligned with the unique characteristics of biliteracy development admist largely hegemonic, monolingual school systems.

APA, Harvard, Vancouver, ISO, and other styles

5

Olmedo, Irma M. "Language Mediation among Emergent Bilingual Children." Linguistics and Education 14, no. 2 (June 2003): 143–62. http://dx.doi.org/10.1016/s0898-5898(03)00033-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

REYES, ILIANA, and ARTURO E. HERNÁNDEZ. "Sentence interpretation strategies in emergent bilingual children and adults." Bilingualism: Language and Cognition 9, no. 1 (February 27, 2006): 51–69. http://dx.doi.org/10.1017/s1366728905002373.

Full text

Abstract:

This study examined sentence processing in emergent bilingual children and young adults in both English (second language – L2) and Spanish (first language – L1). One hundred participants from five different age groups (5;4–7;11, 8;0–10;11, 11;2–13;11, 14;0–16;8 years, and college-age adults) participated in this study. An online sentence interpretation paradigm was used to explore participants' processing patterns. Results of both choice and reaction time experiments provide new information about consolidation and “in between” strategies for Spanish–English bilinguals; on the use of the distribution of local vs. topological cues (namely early reliance on word order in both languages, followed by an integration of late-emerging subject-verb agreement cues from 11 to 13 years of age). The nature of these syntactic strategies and their implications for developmental theories of bilingualism are discussed.

APA, Harvard, Vancouver, ISO, and other styles

7

Schwartz, Mila, Haitham Taha, Hanan Assad, Ferdos Khamaisi, and Zohar Eviatar. "The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew." Journal of Speech, Language, and Hearing Research 59, no. 4 (August 2016): 797–809. http://dx.doi.org/10.1044/2016_jslhr-l-14-0363.

Full text

Abstract:

Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.

APA, Harvard, Vancouver, ISO, and other styles

8

Schissel, Jamie L., and Martha Reyes. "Preparing to teach emergent bilinguals." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 290–312. http://dx.doi.org/10.1558/jmtp.17669.

Full text

Abstract:

Our ethnographic action research case study addresses the unique concerns that arise when expanding bilingual education methods within teacher education for non-ESL preservice teachers concerning ideological and practice-based shifts in pedagogy. The conceptual framework connects language ideologies and pedagogical practices. The qualitative analyses of three key assignments document preservice teachers’ ideological leanings as tending toward heteroglossia, tending toward monoglossia, or ideologies in flux. Our findings illustrate the attempts by preservice teachers to engage in practices along continua of heteroglossic and monoglossic language ideologies and the importance of defining concrete practices that value bilingual community knowledge.

APA, Harvard, Vancouver, ISO, and other styles

9

Burke, April M., Trish Morita-Mullaney, and Malkeet Singh. "Indiana Emergent Bilingual Student Time to Reclassification." American Educational Research Journal 53, no. 5 (October 2016): 1310–42. http://dx.doi.org/10.3102/0002831216667481.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Maschler, Yael. "Emergent bilingual grammar: The case of contrast." Journal of Pragmatics 28, no. 3 (September 1997): 279–313. http://dx.doi.org/10.1016/s0378-2166(96)00085-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

García, Ofelia, Heather Homonoff Woodley, Nelson Flores, and Haiwen Chu. "Latino Emergent Bilingual Youth in High Schools." Urban Education 48, no. 6 (November 27, 2012): 798–827. http://dx.doi.org/10.1177/0042085912462708.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Pacheco, Mark B., Blaine E. Smith, Amber Deig, and Natalie A. Amgott. "Scaffolding Multimodal Composition With Emergent Bilingual Students." Journal of Literacy Research 53, no. 2 (May 10, 2021): 149–73. http://dx.doi.org/10.1177/1086296x211010888.

Full text

Abstract:

Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More specifically, it examines types of scaffolds, or planned and responsive instructional supports, used by teachers and students, as well as functions for learning associated with these scaffolds. Through an inductive approach, the authors analyzed 74 studies situated in classrooms. Findings showed seven types of scaffolding: collaboration, direct instruction, exemplar texts, translanguaging, discussion, encouragement, and questioning. In addition, eight scaffolding functions emerged that illustrate three major themes of scaffolding identities, scaffolding resources, and scaffolding contexts. The authors then discuss implications for classroom practice, implications for translanguaging and social semiotics theories, and directions for future research.

APA, Harvard, Vancouver, ISO, and other styles

13

Mercuri, Sandra. "Exploring Parent-Teacher Partnerships as Border Pedagogy: Supporting Emergent Bilingual Student Learning." Journal of Family Diversity in Education 2, no. 1 (March 30, 2016): 52–69. http://dx.doi.org/10.53956/jfde.2016.79.

Full text

Abstract:

Abstract: As a bilingual teacher educator in the U.S. working with in-service teachers serving predominantly bilingual students from U.S. and Mexico, this study is uniquely positioned to use innovative research in bilingual teacher education for empowering teachers to develop culturally and linguistically responsive border pedagogies. Specifically, this study explores parent-teacher partnerships as border pedagogy that supports emergent bilingual student teaching and learning. Aimed at disrupting traditional modes of research and practice grounded in monolingualism, this qualitative critical study uses the concept of border pedagogy as a theoretical framework to explore how 16 bilingual in-service teachers enrolled in a master’s program, engaged in parent-teacher partnerships that supported bilingual and bicultural teaching and learning at the US-Mexico border.

APA, Harvard, Vancouver, ISO, and other styles

14

AUKERMAN, MAREN, LORIEN CHAMBERS SCHULDT, LIAM AIELLO, and PAOLO C. MARTIN. "What Meaning-Making Means Among Us: The Intercomprehending of Emergent Bilinguals in Small-Group Text Discussions." Harvard Educational Review 87, no. 4 (December 1, 2017): 482–511. http://dx.doi.org/10.17763/1943-5045-87.4.482.

Full text

Abstract:

In this study, the authors examine how emergent bilingual second graders collaboratively constructed textual understandings, a phenomenon they call intercomprehending, by building on each other's contributions and positioning their ideas in relation to peer ideas. The study traces the interrelationships of the utterances of emergent bilingual students discussing text in English for the first time in the context of a small-group discussion focused on English-language picture books. The textual ideas students shared were highly contingent on peer ideas and at the same time drew substantially on the text itself, particularly the illustrations. The authors argue that intercomprehending may serve as a fruitful way for emergent bilingual students to build on what they know as they read and learn in school and that classroom teachers may do well to build on that resource.

APA, Harvard, Vancouver, ISO, and other styles

15

Sierens, Sven, Stef Slembrouck, Koen Van Gorp, Orhan Agirdag, and Piet Van Avermaet. "Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach." Applied Psycholinguistics 40, no. 05 (July 25, 2019): 1269–97. http://dx.doi.org/10.1017/s0142716419000250.

Full text

Abstract:

AbstractThis study investigates the extent to which internal and contextual factors moderate the linguistic interdependence between receptive vocabulary skills in emergent bilingual children. Such factors are frequently related to first (L1) and second language (L2) skills, but few studies have examined their concurrent influence on the cross-language relationship, or have linked the results to the two main explanatory models for interdependence: common underlying proficiency or individual differences. Using a cross-sectional correlational design, concept comprehension was bilingually assessed in 154 children of Turkish background (aged 4 to 6), attending Flemish preschool. Regression analyses revealed that Turkish L1 vocabulary size significantly predicted Dutch L2 vocabulary size, which is in line with interdependence theories. Age, preschool grade, and L2 use at home positively predicted L2 vocabulary. Newly arrived immigrant status and maternal education (partly) predicted L2 vocabulary negatively, the latter especially in 3rd preschool grade. Concerning moderation, indications were found for weakening interdependence for high L2 use at home (3rd preschool grade) and newly arrived immigrant status. Overall, our findings implicate that interdependence in emergent bilinguals’ vocabulary depends on the examined factors to a limited degree only. Finally, our data point to the individual differences model, rather than the common underlying proficiency model of linguistic interdependence.

APA, Harvard, Vancouver, ISO, and other styles

16

Wiemelt, Joseph, and Anjale Welton. "Challenging the Dominant Narrative: Critical Bilingual Leadership (Liderazgo) for Emergent Bilingual Latin@ Students." International Journal of Multicultural Education 17, no. 1 (January 25, 2015): 82. http://dx.doi.org/10.18251/ijme.v17i1.877.

Full text

Abstract:

The growing "Latinization" of the United States is drastically changing the demographics of the students served in PK-12 public schools (Irizarry, 2011). To understand how educational leaders can best serve this changing student demographic, we use Critical Bilingual Leadership, i.e. <em>Liderazgo, </em>to interrogate institutional and structural racism through the use of the testimonios of members of a school community that aim to create a culturally and linguistically responsive school. We found that <em>liderazgo&</em> was operationalized across the following themes: dual language programming as the foundation for equity; drawing on experiential knowledge as a strength; fostering relationships through transcaring; and instructional bilingual leadership.

APA, Harvard, Vancouver, ISO, and other styles

17

Turnbull, Blake. "Reframing foreign language learning as bilingual education: epistemological changes towards the emergent bilingual." International Journal of Bilingual Education and Bilingualism 21, no. 8 (September 28, 2016): 1041–48. http://dx.doi.org/10.1080/13670050.2016.1238866.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kim, Won Gyoung. "Secondary Long-term Emergent Bilingual Students’ Educational Needs." Literacy Information and Computer Education Journal 10, no. 1 (March 30, 2019): 3133–39. http://dx.doi.org/10.20533/licej.2040.2589.2019.0411.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Guise, Megan, Sarah Hegg, Briana Ronan, Tanya Flushman, and Billie-Jo Grant. "Supporting Emergent Bilingual Professional Development through Supervisor Feedback." Journal of Educational Supervision 3, no. 1 (March 2020): 55–75. http://dx.doi.org/10.31045/jes.3.1.5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

van der Linden, Elisabeth, and Aafke Hulk. "Special issue on emergent grammars in bilingual children." International Journal of Bilingualism 9, no. 2 (June 2005): 133–36. http://dx.doi.org/10.1177/13670069050090020101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Rowe, Lindsey W. "Emergent bilingual students’ translation practices during eBook composing." Bilingual Research Journal 42, no. 3 (July 2, 2019): 324–42. http://dx.doi.org/10.1080/15235882.2019.1632756.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Ünsal, Zeynep, Britt Jakobson, Per-Olof Wickman, and Bengt-Olov Molander. "Gesticulating science: Emergent bilingual students’ use of gestures." Journal of Research in Science Teaching 55, no. 1 (July 27, 2017): 121–44. http://dx.doi.org/10.1002/tea.21415.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Fránquiz, María E., and Alba A. Ortiz. "Coeditors’ Introduction: Language Ideologies and Emergent Bilingual Learners." Bilingual Research Journal 37, no. 1 (January 2, 2014): 1–5. http://dx.doi.org/10.1080/15235882.2014.902253.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Ostorga, Alcione N., and Peter Farruggio. "Preparing bilingual teachers on the U.S./Mexico border: including the voices of emergent bilinguals." International Journal of Bilingual Education and Bilingualism 23, no. 10 (February 15, 2018): 1225–37. http://dx.doi.org/10.1080/13670050.2018.1438348.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Martínez-Álvarez, Patricia, María Paula Ghiso, and Isabel Martínez. "Creative Literacies and Learning With Latino Emergent Bilinguals." LEARNing Landscapes 6, no. 1 (June 1, 2012): 273–98. http://dx.doi.org/10.36510/learnland.v6i1.587.

Full text

Abstract:

Research documents the benefits of implementing pedagogical practices that foster creativity in order to prepare students for a changing future and to meet the needs of emergent bilingual learners. Designing pedagogical invitations that make room for creativity is especially urgent given educational policies in the United States which privilege decontextualized, standardized learning aimed at "testable" skills, often in opposition to more expansive multilingual and multimodal learning opportunities. The current study explores how multimodal literacy experiences grounded in bilingual learners’ sociocultural realities stimulated creativity and allowed students to demonstrate and practice their creative abilities.

APA, Harvard, Vancouver, ISO, and other styles

26

Vihman, Virve-Anneli. "Language Interaction in Emergent Grammars: Morphology and Word Order in Bilingual Children’s Code-Switching." Languages 3, no. 4 (October 31, 2018): 40. http://dx.doi.org/10.3390/languages3040040.

Full text

Abstract:

This paper examines the morphological integration of nouns in bilingual children’s code-switching to investigate whether children adhere to constraints posited for adult code-switching. The changing nature of grammars in development makes the Matrix Language Frame a moving target; permeability between languages in bilinguals undermines the concept of a monolingual grammatical frame. The data analysed consist of 630 diary entries with code-switching and structural transfer from two children (aged 2;10–7;2 and 6;6–11;0) bilingual in Estonian and English, languages which differ in morphological richness and the inflectional role of stem changes. The data reveal code-switching with late system morphemes, variability in stem selection and word order incongruence. Constituent order is analysed in utterances with and without code-switching, and the frame is shown to draw sometimes on both languages, raising questions about the MLF, which is meant to derive from the grammar of one language. If clauses without code-switched elements display non-standard morpheme order, then there is no reason to expect code-switching to follow a standard order, nor is it reasonable to assume a monolingual target grammar. Complex morphological integration of code-switches and interaction between the two languages are discussed.

APA, Harvard, Vancouver, ISO, and other styles

27

Bengochea, Alain, Sabrina F. Sembiante, and Mileidis Gort. "An emergent bilingual child’s multimodal choices in sociodramatic play." Journal of Early Childhood Literacy 18, no. 1 (November 13, 2017): 38–70. http://dx.doi.org/10.1177/1468798417739081.

Full text

Abstract:

In this case study, situated in a preschool classroom within an early childhood Spanish/English dual language programme, we examine how an emergent bilingual child engages with multimodal resources to participate in sociodramatic play discourses. Guided by sociocultural and critical discourse perspectives on multimodality, we analysed ways in which Anthony, a four-year-old emergent bilingual child, engaged in meaning-making during play through verbal, visual and actional modes and in conjunction with additional subcategories in his transmodal repertoire (e.g. translanguaging, sentence types, actual versus signified use of artefacts). Our results revealed differences in the ways Anthony engaged his verbal modes (e.g. monolingual languaging versus translanguaging; varying sentence types) together with actional and visual modes to accomplish adult-centric tasks versus creatively engaging in child-centric play. His translanguaging furthered his communication in tandem with the affordances of his visual and actional resources, depending on his play purposes and collaborators. Anthony’s case illustrates how emergent bilingual children access a variety of modes to participate in literate discourses in complex and varied ways. This article concludes with a discussion on the importance of thoroughly accounting for the contexts and multimodal supports in interactive learning spaces.

APA, Harvard, Vancouver, ISO, and other styles

28

DAVIN, KRISTIN J. "Critical Language Testing: Factors Influencing Students’ Decisions to (Not) Pursue the Seal of Biliteracy." Harvard Educational Review 91, no. 2 (June 1, 2021): 179–203. http://dx.doi.org/10.17763/1943-5045-91.2.179.

Full text

Abstract:

In this investigation, Kristin J. Davin analyzes current and former emergent bilingual learners’ decisions to take or not take a language proficiency assessment in a home language to pursue a Seal of Biliteracy (SoBL). The SoBL is a policy adopted in forty states to counteract English-only ideologies by recognizing students who graduate high school bilingual and biliterate. Considering the power of assessments and the complexity of the decision to take a test of proficiency in one’s home language, this study uses the history-in-person framework to understand the factors that shape students’ decisions to take, or not take, the “seals test.” Davin’s findings point toward considerations and changes necessary to SoBL implementation to ensure that the policy meets the needs of the emergent bilingual learners it was intended to benefit.

APA, Harvard, Vancouver, ISO, and other styles

29

Lucero, Audrey, and Yuuko Uchikoshi. "Narrative assessments with first grade Spanish-English emergent bilinguals." Narrative Inquiry 29, no. 1 (July 2, 2019): 137–56. http://dx.doi.org/10.1075/ni.18015.luc.

Full text

Abstract:

Abstract This study used qualitative analyses to investigate similarities and differences in narrative production across two task conditions for four first grade Spanish-English emergent bilingual children. Task conditions were spontaneous story generation and retelling using the same story. Spanish stories from two children were compared on the basis of similarity in vocabulary, while English stories from two children were compared on the basis of similarity in overall discourse skills. Results show that when the total number of words used was similar across Spanish narratives, the retell included more different words and higher quality story structure than the spontaneous story. When overall discourse scores in the English examples were similar, the spontaneous story required more words than the retell, but also included more central events and greater detail. Yet, the retell included more advanced narrative components. This study contributes to our understanding of narrative skills in young Spanish-English bilinguals across task conditions.

APA, Harvard, Vancouver, ISO, and other styles

30

BULLOCK, BARBARA E., and ALMEIDA JACQUELINE TORIBIO. "Introduction: Convergence as an emergent property in bilingual speech." Bilingualism: Language and Cognition 7, no. 2 (July 23, 2004): 91–93. http://dx.doi.org/10.1017/s1366728904001506.

Full text

Abstract:

In introducing this special issue of Bilingualism: Language and Cognition, we feel it is critical to clarify what we understand ‘linguistic convergence’ to mean in the context of bilingualism, since ‘convergence’ is a technical term more readily associated with the field of language contact than with the field of bilingualism (for recent discussions of the role of convergence in contact see Thomason and Kaufman, 1988; Thomason, 2001; Myers-Scotton, 2002; Clyne, 2003; Winford, 2003). Within the language contact literature, the term invites a variety of uses. Some researchers adopt a definition of convergence that requires that all languages in a contact situation change, sometimes to the extent that the source of a given linguistic feature cannot be determined (see April McMahon's commentary in this issue). For others, convergence may be more broadly defined to also apply to situations in which one language has undergone structural incursions of various sorts from contact with another.

APA, Harvard, Vancouver, ISO, and other styles

31

Cain, Amelia Ashworth. "Seven Tips for Teachers of Newcomer Emergent Bilingual Students." Reading Teacher 71, no. 4 (October 12, 2017): 485–90. http://dx.doi.org/10.1002/trtr.1648.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Camping, April, Steve Graham, Clarence Ng, Angelique Aitken, John M. Wilson, and Jeanne Wdowin. "Writing motivational incentives of middle school emergent bilingual students." Reading and Writing 33, no. 9 (April 18, 2020): 2361–90. http://dx.doi.org/10.1007/s11145-020-10046-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Wright Karem, Rachel, and Amy Hobek. "A peer-mediated approach to support emergent bilingual preschoolers." Early Childhood Research Quarterly 58 (2022): 75–86. http://dx.doi.org/10.1016/j.ecresq.2021.08.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Vera, Elizabeth, Amy Heineke, Plamena Daskalova, Anna K. Schultes, Juan Pantoja‐Patiño, Britt Duncan, Chelsea Yanuaria, and Claire Furtado. "Emergent bilingual high school students' social and emotional experiences." Psychology in the Schools 58, no. 10 (May 26, 2021): 1932–61. http://dx.doi.org/10.1002/pits.22559.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Gunnarsson, Tina, Alex Housen, Joost Van de Weier, and Marie Källkvist. "Multilingual Students´ Self-reported Use of their Language Repertoires when Writing in English." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 2015): 1–21. http://dx.doi.org/10.17011/apples/2015090101.

Full text

Abstract:

Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some international research on the L2 and L3 writing process among bilinguals, the L2/L3 writing process of bilingual and multilingual individuals in the Swedish context remains unexplored (Tholin 2012). This study, carried out in a Swedish secondary school, focuses on 131 bi- and multilingual students’ (age 15-16) self-reported languages of thought while writing an essay in English, which is a non-native language. Drawing on the translanguaging framework (Blackledge & Creese 2010; García 2009) and a model of the L2 writing process (Wang & Wen 2002), the questionnaire data of the present study reveal that the participants’ L1 is reported to be heavily activated during the L2 writing process, particularly at the prewriting, planning stage. Additionally, the emergent bilingual participants who grew up as monolinguals (L1 Swedish) report a greater tendency to transition to thinking in the target language (English, their L2) once they have reached the actual writing stage than some of the emergent trilingual participants who grew up as bilinguals (of Swedish and another L1, used primarily in the home). On the basis of these findings, we suggest a need to move away from the monolingual teaching practices common in Swedish schools, allowing space for students to translanguage as they are engaging with writing tasks in a non-native language.

APA, Harvard, Vancouver, ISO, and other styles

36

Lê, Quỳnh Tiên Nguyên, and Morgan S. Polikoff. "Do English Language Development Curriculum Materials Matter for Students’ English Proficiency?" SAGE Open 11, no. 3 (July 2021): 215824402110357. http://dx.doi.org/10.1177/21582440211035770.

Full text

Abstract:

Castañeda v. Pickard mandated that educational programs for emergent bilinguals be tested for program efficacy. As English language development (ELD) curricular materials are one part of an instructional program, we assess this mandate by examining the effectiveness of ELD materials in Texas, a large, diverse U.S. state with large numbers of emergent bilingual (EB) students. Using local linear matching, we find robust evidence that schools that do not purchase any ELD curricula have significantly lower English language proficiency scores relative to schools that purchase state-adopted ELD materials. In contrast, there is no significant difference between schools that adopt the two most popular ELD curricula in the state. This study suggests that curriculum materials matter for EBs’ English proficiency and implies that states should take a more active role in ensuring students have access to these materials.

APA, Harvard, Vancouver, ISO, and other styles

37

Cummins, Jim. "Rethinking pedagogical assumptions in Canadian French immersion programs." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 3–22. http://dx.doi.org/10.1075/jicb.2.1.01cum.

Full text

Abstract:

Bilingual education and second language immersion programs have operated on the premise that the bilingual student’s two languages should be kept rigidly separate. This paper argues that although it is appropriate to maintain largely separate spaces for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching emergent bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The central rationale for integration across languages is that learning efficiencies can be achieved when teachers explicitly draw their pupils’ attention to similarities and differences between their languages and reinforce effective learning strategies in a coordinated way across languages. The paper explores the interplay between bilingual and monolingual instructional strategies within French immersion programs, and bilingual education more generally, and suggests concrete strategies for optimizing students’ bilingual and biliteracy development.

APA, Harvard, Vancouver, ISO, and other styles

38

Chval, Kathryn B., and Rachel J. Pinnow. "A Path to Discourse-Rich Communities." Teaching Children Mathematics 25, no. 2 (October 2018): 104–13. http://dx.doi.org/10.5951/teacchilmath.25.2.0104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Rowe, Deborah Wells, and Mary E. Miller. "Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds." Journal of Early Childhood Literacy 16, no. 4 (July 25, 2016): 425–72. http://dx.doi.org/10.1177/1468798415593622.

Full text

Abstract:

This paper reports the findings of a two-year design study exploring instructional conditions supporting emerging, bilingual/biliterate, four-year-olds’ digital composing. With adult support, children used child-friendly, digital cameras and iPads equipped with writing, drawing and bookmaking apps to compose multimodal, multilingual eBooks containing photos, child-produced drawings, writing and voice recordings. Children took digital cameras home, and home photos were loaded onto the iPads for bookmaking. In Year 1, eBook activities successfully supported children’s multimodal composing. Children used similar writing forms on the page and screen, and explored the keyboard as an option for writing. Children used digital images as anchors for conversation and composing, and produced oral recordings extending and elaborating written messages. However, most dual-language recordings were created by Spanish-English bilinguals, with speakers of other languages rarely composing in their heritage languages. In Year 2, we redesigned eBook events to better support all children as multimodal, multilingual composers. Revised eBook activities included multilingual, demonstration eBooks containing all the children’s languages, with translations by bilingual adults known to the children. Beginning early in the school year, these eBooks were publicly shared in large group activities. The results showed that all emergent bilingual/biliterate children created dual-language recordings for their eBooks in Year 2. We concluded that: (a) the ability to integrate photos and voice recordings with print and drawings provided new opportunities for learning and teaching not available in page-based composing; (b) the affordances of iPads for children’s learning were shaped by local language and literacy practices.

APA, Harvard, Vancouver, ISO, and other styles

40

Pontier, Ryan W., Ivian Destro Boruchowski, and Lergia I. Olivo. "Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts." Journal of Culture and Values in Education 3, no. 2 (December 22, 2020): 158–78. http://dx.doi.org/10.46303/jcve.2020.18.

Full text

Abstract:

The population of bilingual students learning and using more than one language in the United States has more than doubled in the past 30 years. This is especially true in early childhood, which makes it crucial that educators of young emergent bilingual children understand and support these young children’s bi/multilingual development, including critically understanding the implication of adopting different perspectives of bi/multilingualism. Although much is known about classroom practices in support of emergent bilingual children in Kindergarten and beyond, little is known about those practices in the early years. This article provides a systematic review of relevant empirical studies that investigated teachers’ and children’s dynamic language use in bi/multilingual early childhood education settings. The authors identify several strategic languaging practices enacted by both teachers and children, and strategies for fostering these practices; as well as ways in which teachers leveraged their agency through their languaging practices. Implications for future research, practice, professional development, and policy are discussed.

APA, Harvard, Vancouver, ISO, and other styles

41

Lopez, Alexis A., Danielle Guzman-Orth, and Sultan Turkan. "Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students." Translation and Translanguaging in Multilingual Contexts 5, no. 2 (April 24, 2019): 143–64. http://dx.doi.org/10.1075/ttmc.00029.lop.

Full text

Abstract:

Abstract The study reported in this article investigated the design and implementation of a flexible bilingual mathematics assessment that allows for translanguaging whenever needed, to help the mathematics knowledge of emergent bilingual students emerge. The assessment included 10 mathematics items, six selected-response and four constructed-response items, which were enhanced with dual language supports such as seeing and listening to the items, writing or saying a response, and showing synonyms for certain words, all in English, Spanish, or any combination of both languages. These supports allow test takers to draw on their entire linguistic repertoire and their full range of linguistic practices to demonstrate their knowledge and skills in mathematics. Ten emergent bilingual students participated in cognitive interviews designed to collect data on usability and perception of the usefulness of the dual language supports. It was found that students were able to use the available supports strategically whenever needed, used their entire linguistic repertoire to complete the items, and had a positive perception of the supports.

APA, Harvard, Vancouver, ISO, and other styles

42

Palmer, Deborah K., and Kathryn I. Henderson. "Dual Language Bilingual Education Placement Practices: Educator Discourses About Emergent Bilingual Students in Two Program Types." International Multilingual Research Journal 10, no. 1 (January 2, 2016): 17–30. http://dx.doi.org/10.1080/19313152.2015.1118668.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Chappell, Sharon Verner. "The arts, educational policy, and emergent bilingual learners: Introductory remarks." Arts Education Policy Review 118, no. 4 (September 7, 2017): 189. http://dx.doi.org/10.1080/10632913.2017.1347014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Guiberson, Mark. "Alternatives to Traditional Language Sample Measures With Emergent Bilingual Preschoolers." Topics in Language Disorders 40, no. 2 (2020): E1—E6. http://dx.doi.org/10.1097/tld.0000000000000208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Wilson, Marilyn. "MAKING SENSE OF A NEW WORLD: LEARNING TO READ IN A SECOND LANGUAGE.Eve Gregory. London: Chapman, 1996. Pp. 197. $25.95 paper." Studies in Second Language Acquisition 20, no. 3 (September 1998): 427–29. http://dx.doi.org/10.1017/s0272263198243063.

Full text

Abstract:

Eve Gregory's book fills a void in literacy education for bilingual students. This text provides solid theory, useful resources, and practical teaching suggestions for literacy development in a second language for young children. Describing the multilingual, multicultural complexity of early schooling in Great Britain, Gregory provides a strong rationale for her views of early literacy training, both formal and informal, for “emergent bilinguals”—children who are “the first generation in their family to receive formal schooling in the new country, who do not speak the language of the host country at home, and who are consequently at the early stages of second language learning” (p. 8).

APA, Harvard, Vancouver, ISO, and other styles

46

Menken, Kate. "Emergent bilingual students in secondary school: Along the academic language and literacy continuum." Language Teaching 46, no. 4 (September 24, 2013): 438–76. http://dx.doi.org/10.1017/s0261444813000281.

Full text

Abstract:

This article offers a critical review of research about emergent bilingual students in secondary school, where the academic demands placed upon them are great, and where instruction typically remains steadfast in its monolingualism. I focus on recent scholarship about the diversity within this student population, and center on ‘students with interrupted formal education’ (SIFE, new arrivals who have no home language literacy skills or are at the beginning stages of literacy learning) and ‘long-term English language learners’ (LTELLs, primarily educated in their receiving country yet still eligible for language support services). Little has been published about these students, making this a significant area of inquiry. Moreover, both groups are characterized by poor performance and together illustrate the characteristics of secondary students at various points along an academic language and literacy continuum. While existing research provides important information to help us improve secondary schooling for emergent bilinguals, it has also perpetuated deficit views of these students by focusing solely on their perceived academic shortcomings. Grounded in a new body of research in applied linguistics that examines the students’ complex, creative, and dynamic language and literacy practices, I apply a translanguaging lens to critique the positioning of such students as deficient, with implications for research and practice.

APA, Harvard, Vancouver, ISO, and other styles

47

Ozfidan, Burhan, and Lynn M. Burlbaw. "Perceptions of Bilingual Education Model in Spain: How to Implement a Bilingual Education Model in Turkey." Journal of Ethnic and Cultural Studies 3, no. 1 (June 28, 2016): 49. http://dx.doi.org/10.29333/ejecs/49.

Full text

Abstract:

The main target of the study is to examinethe bilingual education program in the Basque Country, and identify whether or not their bilingual education can be implemented in Turkey. In thisresearch study, we used a qualitative method including data collection through an open-ended survey and interview that illustrates the issues surrounding bilingual education in the Basque region. The survey and interviewencompassed30 participants from K-12 teachers and the scholars in the Basque Country. The participants’ answers from both survey and interviewwere gathered and analyzed. The researcher coded emergent themes in the survey and interview. According to results, the Basque region over the last decade has established a bilingual education model, which offers multiple options for the linguistic study of the Basque language, and this model is still a reputable ongoing bilingual education system. Since Turkey and Spain historically and politically have many similarities, the Basque bilingual model can be implemented in Turkey as well.

APA, Harvard, Vancouver, ISO, and other styles

48

Soto, Xigrid T., Andres Crucet-Choi, and Howard Goldstein. "Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1283–300. http://dx.doi.org/10.1044/2020_ajslp-20-00029.

Full text

Abstract:

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

APA, Harvard, Vancouver, ISO, and other styles

49

López, Alexis, and Yolanda Sosa Ortíz. "Developing Emergent Bibliteracy: Guiding Principles For Instruction." Colombian Applied Linguistics Journal, no. 6 (June 8, 2011): 7. http://dx.doi.org/10.14483/22487085.104.

Full text

Abstract:

We are advocating for the adoption of simultaneous emerging biliteracy programs in binational/bilingual schools in Colombia. The adoption of such programs as an influence on the teacher education institutions across the country. We must prepare teachers to respond the technological era of the twenty firts century in wich information is accessible in different languages at the touch of a button. In this article we present five principles for emergent bibliteracy instruction. After providing these principles we offer implications for teachers, educators and prospective teachers.

APA, Harvard, Vancouver, ISO, and other styles

50

Vihman, Virve-Anneli. "Code-switching in emergent grammars: Verb marking in bilingual children’s speech." Philologia Estonica Tallinnensis 1, no. 1 (2016): 175–98. http://dx.doi.org/10.22601/pet.2016.01.10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!