Journal articles: 'Emergent bilinguals'

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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.

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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

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Curiel, Lucía Cárdenas, and Christina M. Ponzio. "Imagining Multimodal and Translanguaging Possibilities for Authentic Cultural Writing Experiences." Journal of Multilingual Education Research 11 (November 30, 2021): 79–102. http://dx.doi.org/10.5422/jmer.2021.v11.79-102.

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This article proposes ways to authentically amplify writer’s workshop for emergent bilinguals. Through the study of one bilingual teacher’s mediation in teaching, we examined the affordances that translanguaging and transmodal practices have for emergent bilingual students’ writing processes. In this case study, we focused on a writing sequence associated with the well-known Latin American holiday of the Day of the Dead, in which 3rd grade emergent bilinguals wrote “calaveras,” or literary poems, as part of an interdisciplinary language arts and social studies lesson. Our work is framed by sociocultural theories of mediation, literacy, and language. Under a multiliteracies pedagogy, we observed how a bilingual teacher and emergent bilinguals negotiate meaning through a variety of linguistic and multimodal resources. In our interactional analysis of talk, we found how the teacher mediated background knowledge and vocabulary as a part of the writing process; we also identified ways in which her mediation included extensive scaffolding as she provided linguistic and disciplinary knowledge needed to write calaveras. Through integrating the tenets of mediation with biliteracy, multiliteracies, and translanguaging pedagogies, this study offers a promising example of how teachers can build a culturally-sustaining writers’ workshop to support emergent bilingual learners’ language development and writing practices.

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Ascenzi-Moreno, Laura, and Kate Seltzer. "Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals." Journal of Literacy Research 53, no. 4 (October 25, 2021): 468–90. http://dx.doi.org/10.1177/1086296x211052255.

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Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By comparing interview data from English as a new language and dual-language bilingual teachers, we found that while reading assessments fail to capture the complexity of all emergent bilinguals’ reading abilities, they particularly marginalize emergent bilinguals of color. Thus, we expose the myths of neutrality and validity around reading assessment and demonstrate how they are linked to ideologies about race and language. We offer a critical translingual approach to professional learning that encourages teachers to grapple with these ideologies and shift toward a more critical implementation of reading assessments.

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Ostorga, Alcione N. "Translingual Practices for the Development of Latinx Teacher Candidates: A Pedagogy for the Border." Association of Mexican American Educators Journal 15, no. 3 (December 15, 2021): 69–87. http://dx.doi.org/10.24974/amae.15.3.446.

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This article explores the application of translingual pedagogies within a course on the development of bilingualism for Latinx bilingual teacher candidates (BTCs) in the U.S.-Mexico borderlands. Using a self-study methodology, it examines the application of translanguaging pedagogies for Latinx BTCs, and their evolving language ideologies. The participants were mostly emergent bilinguals (EBs) whose native Spanish language development was negatively impacted by hegemonic educational practices in the local K-12 schools. Therefore, while the first aim of my pedagogical practices was to promote learning of the content of the course, a second aim was to promote the development of academic Spanish language abilities, required for bilingual teacher certification. Findings include how the use of a translingual dialogic teaching approach led to the emergence of 1) a critical stance with an awareness of bilingualism as an advantageous resource in learning, and 2) the development of initial principles for their future practices that value translanguaging.

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Martínez-Álvarez, Patricia. "Dis/ability as Mediator: Opportunity Encounters in Hybrid Learning Spaces for Emergent Bilinguals with Dis/abilities." Teachers College Record: The Voice of Scholarship in Education 122, no. 5 (May 2020): 1–44. http://dx.doi.org/10.1177/016146812012200506.

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Background Though there has been some attention to how emergent bilinguals learn in relation to languages and cultures, very little research to date has examined similar processes in emergent bilinguals with dis/abilities, including how to understand dis/ability as a source of strength. Purpose In this article, I explore how dis/ability can mediate learning. To do so, I examine how emergent bilinguals with dis/abilities engage with learning activities in a hybrid space in terms of ability, language, and culture; and how these children's learning is mediated in such a hybrid space. Research Design This qualitative study documents how 15 bilingual Latinx children with mild dis/abilities in the second through third grades, along with eight bilingual teacher candidates preparing to teach in inclusive bilingual contexts, worked together in a two-year hybrid after-school program. Findings/Results Children were able to demonstrate the ability to “compensate” for perceived “weaknesses” and learn in what I characterize as nepantla (in-between) spaces in four different ways: (a) resisting the learning activity; (b) shifting the direction of the learning activity; (c) repositioning the content (within their own knowledge); and (d) using external artifacts. Conclusions Opportunity-centered encounters attending to language, culture, and ability, built on hybridity theory, allowed for shifting perceptions of children's academic identities. The study highlights an asset-based perspective on dis/ability that rejects ableism. Implications include the need for careful planning and constant nurturing of the bilingual child's multiple fluid identities.

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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.

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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.

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Eller, Stephanie, and David Nieto. "Idiolect and Identity: Fourth Grade Students’ Translanguaging, Comprehension, and Self-Identity." Association of Mexican American Educators Journal 15, no. 3 (December 15, 2021): 88–106. http://dx.doi.org/10.24974/amae.15.3.447.

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The practice of translanguaging offers emergent bilinguals the opportunity to access their full linguistic repertoire. This qualitative study uses the lenses of dynamic bilingualism and idiolect, or one’s own unique language patterns, to explore emergent bilinguals’ translanguaging and reading comprehension strategies during a reading think-aloud, as well as the ways that language factors into the construction of self-identity. Data collected from a think-aloud show that the five fourth-grade students used language flexibly when reading and comprehending the texts that were presented in both Spanish and English. The participants, in follow-up interviews, also explained ways that they use translanguaging strategies when communicating with different audiences and how their identity as bilinguals positions them as mediators of their own language use. These findings support the conclusion that when students’ idiolects are supported and encouraged, they are able to develop positive self-identities.

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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.

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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.

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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.

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Huerta, Mary Esther Soto. "Transformative Pedagogy: Emergent Bilinguals andPerspective Taking." Journal of Latinos and Education 16, no. 3 (November 30, 2016): 192–202. http://dx.doi.org/10.1080/15348431.2016.1229613.

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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.

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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.

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Cárdenas Curiel, Lucia, and Deborah K. Palmer. "Collaborative Translanguaging and Transmodal Literacies: Learning the Language of Science in a Dual-Language Classroom." Research in the Teaching of English 57, no. 4 (May 1, 2023): 355–77. http://dx.doi.org/10.58680/rte202332472.

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Research has shown the benefits of peer interaction to scaffold learning of disciplinary literacies. We extend knowledge in this area to examine peer interaction and the affordances it creates when emergent bilinguals engage with multimodal texts in disciplines to make meaning. Using discourse analysis of the interactions of a small group of third graders carrying out a project in science class, we explored how four emergent bilinguals collaborated to design, produce, and distribute traditional and alternative texts. We found that translanguaging and transmodal collaborative structures support learning processes and comprehension to make sense of and contextualize disciplinary knowledge. A dynamic and recursive translanguaging pattern emerges in which the introduction and contextualization of knowledge happens in Spanish, the interaction occurs mainly in English, and the creation is in both English and Spanish. We discuss the affordances of these collaborative structures for supporting students in science and promoting Spanish and student bilingualism.

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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.

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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.

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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.

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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.

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Lopes-Murphy, Solange A. "Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities." Latin American Journal of Content & Language Integrated Learning 13, no. 1 (August 28, 2020): 43–56. http://dx.doi.org/10.5294/laclil.2020.13.1.3.

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The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings.

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Koyama, Jill, and Kate Menken. "Emergent Bilinguals: Framing Students as Statistical Data?" Bilingual Research Journal 36, no. 1 (January 2013): 82–99. http://dx.doi.org/10.1080/15235882.2013.778223.

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Adittama, Gilang. "Communication Strategies among Indonesian Emergent Bilinguals in Mainstream EFL Classroom." International Journal for Innovation Education and Research 9, no. 6 (June 1, 2021): 340–47. http://dx.doi.org/10.31686/ijier.vol9.iss6.3201.

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This study aims to enrich the already large body of research on communication strategies which is still, to the best of my knowledge, lacking in rich description about the use of CSs among emergent bilinguals. This qualitative study provides an insight to language practitioners that CSs among emergent bilinguals develop in accordance with their age. Some minor findings also suggest that CSs is influenced more by cognitive development and willingness to communicate (WTC).

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Jung, Christina D. "Bilingual Proficiency Development and Translanguaging Practices of Emergent Korean-English Bilingual Children in Korea." Journal of Language Teaching and Research 13, no. 6 (November 1, 2022): 1156–65. http://dx.doi.org/10.17507/jltr.1306.03.

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With the rise of globalization, transmigration becomes more commonplace. Globalization is often accompanied by multiculturalism that constitutes an important fabric in societies and countries around the world. This has been the case in South Korea. Multiculturalism has resulted in many shifts and challenges within the Korean family dynamics. Multilingualism is an important characteristic that uniquely identifies many multicultural families. Regardless of the unique traits of each multicultural family, what seems to be the common denominator within these families of emergent bilingual children is that translanguaging is practiced for various purposes both inside and outside the home environment. Through questionnaires, semi-structured interviews, and narrative frames, this qualitative case study explores Anglophone fathers’ perceptions of their bilingual children’s language proficiency, the translanguaging practices of Korean-English bilingual families in Korea, and the impact of translanguaging practices on bilingual children’s self-identity development. Three conclusions can be drawn based on the results: Parents of emergent bilingual children generally value high proficiency in both languages, translanguaging is often practiced for communicative purposes, and translanguaging has an important effect on emergent bilinguals’ self-identity development. Implications are drawn regarding the importance and necessity of translanguaging practices both inside and outside of the home environment.

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Krashen, Stephen. "Common Core: Ignoring Education’s Real Problems." Talking Points 26, no. 1 (October 1, 2014): 26–28. http://dx.doi.org/10.58680/tp201426130.

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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.

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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.

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I, Ji-Yeong, and Jasmine Stanford. "Preservice Teachers' Mathematical Visual Implementation for Emergent Bilinguals." Mathematics Teacher Educator 7, no. 1 (September 2018): 8–33. http://dx.doi.org/10.5951/mathteaceduc.7.1.0008.

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Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs' capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a _ eld experience with EBs to work on mathematical problems; during the _ eld experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.

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I, Ji Yeong, and Ji-Won Son. "Preservice Teachers’ Lesson Plan Adaptation for Emergent Bilinguals." New Educator 16, no. 3 (November 13, 2019): 247–64. http://dx.doi.org/10.1080/1547688x.2019.1687795.

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I, Ji-Yeong. "Preservice teachers’ mathematics task modification for emergent bilinguals." School Science and Mathematics 119, no. 3 (February 17, 2019): 127–41. http://dx.doi.org/10.1111/ssm.12325.

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GARCÍA, OFELIA. "Emergent Bilinguals and TESOL: What's in a Name?" TESOL Quarterly 43, no. 2 (June 2009): 322–26. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00172.x.

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Ortiz, Alba A., María Fránquiz, and Gilberto Lara. "What matters in the education of emergent bilinguals?" Bilingual Research Journal 46, no. 1-2 (April 3, 2023): 1–8. http://dx.doi.org/10.1080/15235882.2023.2250232.

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Martinez, Ricardo, and Ji Yeong. "Math, Culture, Language, and Identity for Emergent Bilinguals." Mathematics Teacher: Learning and Teaching PK-12 116, no. 2 (February 2023): 143–45. http://dx.doi.org/10.5951/mtlt.2022.0288.

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Lee Swanson, H., Jennifer E. Kong, and Catherine M. Lussier. "Cognitive processes that underlie mathematically gifted emergent bilinguals." Journal of Experimental Child Psychology 240 (April 2024): 105833. http://dx.doi.org/10.1016/j.jecp.2023.105833.

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Arabaci Atlamaz, Tuba. "Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project." International Journal of Multicultural Education 24, no. 2 (August 22, 2022): 38–56. http://dx.doi.org/10.18251/ijme.v24i2.2733.

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Teacher preparation for culturally and linguistically diverse communities is crucial as classrooms become increasingly diverse. This study reports on the interaction between 20 pre-service teachers (PSTs) and adult emergent bilinguals during a community-based service-learning (CBSL) project. The project was part of a course offered at a state university in the northeastern USA. The qualitative data demonstrated that the PSTs gained sociolinguistic consciousness, learned about language learners’ prior experiences and linguistic proficiencies, and identified the linguistic demands of the interaction. The study also revealed that CBSL projects can possibly be an effective means of teacher preparation for emergent bilinguals worldwide.

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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.

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Vela Gámez, Martha Alicia. "Code-switching as a Learning Strategy for EFL Learners." International Journal of Linguistics, Literature and Translation 6, no. 10 (October 20, 2023): 95–103. http://dx.doi.org/10.32996/ijllt.2023.6.10.13.

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Learning English as a foreign language (EFL) has great relevance for many people around the world due to globalization, technology, personal or professional goals and preferences. Likewise, English has been documented as one of the languages that has more non-native speakers than native speakers around the world (Shin, 2013). Code-switching is considered a linguistic variation and it has become a widely researched circumstance that is commonly reflected by bilingual, multilingual, and multicultural practices. This research has the objective to give an account of how English as a foreign language learner use code-switching as a learning strategy to achieve academic goals. A qualitative methodology and a descriptive approach were used to analyze data and to infer the following linguistic practices: a) code-switching use by emergent bilinguals as a learning strategy to acquire a foreign language and b) code-switching use affects emergent bilinguals´ language development. The research´s findings can be summarized stating that code-switching practices help students develop foreign language awareness by analyzing linguistic elements to express meaningful ideas taking it into practice. Concluding from extensive research, code-switching can be a helpful learning strategy for foreign language learners to achieve English within a communicative process allowing learners to be able to express and communicate a message proficiently.

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Carhill-Poza, Avary. "Silenced Partners: Language Learning and the Role of Bilingual Peers in High School." Teachers College Record: The Voice of Scholarship in Education 120, no. 11 (November 2018): 1–28. http://dx.doi.org/10.1177/016146811812001105.

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Background In schools, a major obstacle to drawing on emergent bilingual students’ knowledge and skills in their first language is a widespread lack of awareness about language use among adolescent English learners, including how peer talk can connect knowledge and abilities in both languages to school-based learning. Although research often acknowledges the importance of engaging students’ home language and culture to bridge to academic literacies in English, few have explicitly examined bilingual peer talk as a resource for language learning during adolescence. Purpose This study explores how emergent bilinguals engaged multiple linguistic codes to scaffold their own academic language development with peer support. Research Design Ethnography and discourse analysis of student interactions were used to contextualize and analyze the academic language use of four Spanish-speaking adolescent immigrant students, taking into account the affordances of classroom discourse structures and peer talk. Conclusions The study describes the linguistic resources available to Spanish-speaking adolescent immigrant students through their peers and shows that emergent bilingual youth used academic language in both Spanish and English most frequently—and in more elaborated interactions—while off-task or in less supervised spaces. Classroom discourse structures often limited student participation, particularly when students used nonstandard linguistic codes.

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Brown, Sally, and Deborah MacPhee. "From the Editors." Talking Points 26, no. 1 (October 1, 2014): 1. http://dx.doi.org/10.58680/tp201426126.

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Esquinca, Alberto, María Teresa De la Piedra, and Lidia Herrera-Rocha. "Hegemonic Language Practices in Engineering Design and Dual Language Education." Association of Mexican American Educators Journal 12, no. 2 (August 17, 2018): 44. http://dx.doi.org/10.24974/amae.12.2.394.

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With the goal of achieving bilingualism and biculturalism, dual language education (DL) has a social justice orientation. As the program option with the best track record of closing the achievement gap between Latinx and White students, DL programs can potentially create environments in which learners can develop knowledge of science, technology, engineering and mathematics (STEM) in two languages. In this article, we present findings from a two-year ethnographic study of engineering design curriculum in a K-5 DL program on the U.S.-Mexico border. Our team researched the implementation of a hands-on, highly interactive, inquiry-based STEM curriculum because immigrant emergent bilinguals from border communities are sometimes excluded from these learning opportunities. During the first year of implementation, the STEM curriculum was not taught following DL goals. Essential principles of DL education, including the use of two languages for instruction and equal status for both languages, were not followed. Lack of familiarity with the STEM curriculum and emerging expertise of engineering design explained this decision partially. Due to a dearth of resources, training, and expertise in engineering and in inquiry-based learning, the implementation failed to meet its counterhegemonic potential. In fact, it may have reproduced hegemonic practices that marginalized emergent bilingual Latinx students.

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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.

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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.

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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.

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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.

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Lopez, Karen. "Our Américas: “The things I Cannot say”: Empowering Emergent Bilingual Learners." English Journal 112, no. 4 (March 1, 2023): 65–71. http://dx.doi.org/10.58680/ej202332331.

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Lin, Zhong, and Lei Lei. "The Research Trends of Multilingualism in Applied Linguistics and Education (2000–2019): A Bibliometric Analysis." Sustainability 12, no. 15 (July 28, 2020): 6058. http://dx.doi.org/10.3390/su12156058.

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This study explored the state of the arts of bilingualism or multilingualism research in the past two decades. In particular, it employed a bibliometric method to examine the publication trend, the main publication venues, the most influential articles, and the important themes in the area of bilingualism or multilingualism. The main findings are summarised as follows. First, a significant increase of publications in the area was found in the past two decades. Second, the main publication venues and the most influential articles were reported. The results seemingly indicated that the research in the area focused largely on two broad categories, that is, (1) bilingualism or multilingualism from the perspective of psycholinguistics and cognition research and (2) how second/additional languages are learned and taught. Last, the important themes, including the hot and cold themes, were identified. Results showed that researchers prefer to study bilingualism or multilingualism more from deeper cognition levels such as metalinguistic awareness, phonological awareness, and executive control. Also, they may become more interested in the issue from multilingual perspectives rather than from the traditional bilingual view. In addition, the theme emergent bilinguals, a term closely related to translanguaging, has recently gained its popularity, which seemingly indicates a recent advocate for heteroglossic language ideologies.

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Ascenzi-Moreno, Laura. "Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility." Language Arts 95, no. 6 (July 1, 2018): 355–69. http://dx.doi.org/10.58680/la201829683.

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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.

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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.

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Kleyn, Tatyana, Dina López, and Carmina Makar. "What About Bilingualism?A Critical Reflection on the edTPA With Teachers of Emergent Bilinguals." Bilingual Research Journal 38, no. 1 (January 2, 2015): 88–106. http://dx.doi.org/10.1080/15235882.2015.1017029.

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Montes-Alcalá, Cecilia. "Bilingual Texting in the Age of Emoji: Spanish–English Code-Switching in SMS." Languages 9, no. 4 (April 15, 2024): 144. http://dx.doi.org/10.3390/languages9040144.

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Technology and computer-mediated communication (CMC) have quickly transformed the means of interaction among monolingual and bilingual individuals alike, especially in the younger generations. While e-mail once replaced traditional “snail mail”, today’s youth networks mainly via social media and short message services (SMS). Digital communication has thus become a fertile ground for sociolinguistic research. The present study aims to contribute to the field of “electronic” code-switching, specifically in the emerging area of text messaging. To this end, I analyze The Bilingual Youth Texts Corpus, a collection of text messages among urban emergent Spanish–English bilinguals in New York City. The main findings indicate that (1) although it is not the most common practice, participants do engage in code-switching when texting each other; (2) their language mixing obeys most of the socio-pragmatic and communicative patterns attested in oral production (such as emphasis, elaboration, lexical need and, especially, tag switches) along with other functions (textisms) which are idiosyncratic to CMC; and (3) the language choices made by these bilinguals reveal a linguistic and a cultural belonging to two worlds where they may and must use both languages to fully express themselves online just like in real life.

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Bernstein, Katie A. "Writing their way into talk: Emergent bilinguals’ emergent literacy practices as pathways to peer interaction and oral language growth." Journal of Early Childhood Literacy 17, no. 4 (April 18, 2016): 485–521. http://dx.doi.org/10.1177/1468798416638138.

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This paper explores the idea that young children’s emergent literacy practices can be tools for mediating peer interaction, and that, therefore, literacy, even in its earliest stages, can support oral language development, particularly for emergent bilinguals. The paper draws on data collected during a year-long ethnographic study of 11 Nepali- and Turkish-speaking three- and four-year-olds learning English in their first year of school. Using neo-Vygotskian activity theory as a guide, this paper examines the children’s classroom literacy practices, particularly around writing and the alphabet, in order to understand, first, how literacy functioned as a socially embedded activity for these students (sometimes in ways that contrasted with the official literacy practices of the classroom), and second, how that activity facilitated students’ interaction across language backgrounds. Finally, this paper offers a genetic analysis, or an analysis across time, of how students’ interactions with multimodal composing functioned as contexts for emergent bilinguals’ oral language development, and in particular, vocabulary acquisition.

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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.

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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.

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Rodríguez, Sanjuana, Eliza Braden, Sophie Ladd, Julia López-Robertson, Rebecca Maldonado, Noelle Mapes, and Jeanne Swafford. "Awards: 2023 Orbis Pictus Award for Outstanding Nonfiction." Language Arts 101, no. 2 (November 1, 2023): 137–42. http://dx.doi.org/10.58680/la202332689.

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Day, Deanna, Ryan Colwell, Joseph S. Pizzo, Mary-Kate Sableski, Junko Sakoi, and Rebecca Kai Dotlich. "Awards: Awakening Poets: The Heart of Georgia Heard." Language Arts 101, no. 2 (November 1, 2023): 126–29. http://dx.doi.org/10.58680/la202332687.

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Rajagopal, Harini, and Maureen Kendrick. "Looking Closely at Words and Worlds: Emergent Bilinguals Making Meaning through Drawing and Talking." Language Arts 101, no. 2 (November 1, 2023): 94–107. http://dx.doi.org/10.58680/la202332684.

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Rose, Jennifer, Maria José A. Dias, and Julia T. Atiles. "Teaching Young Emergent Bilinguals Got a Bit More Challenging." Childhood Education 98, no. 2 (March 4, 2022): 69–75. http://dx.doi.org/10.1080/00094056.2022.2053447.

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Brown, Sally. "Emergent bilinguals as text designers: rendering meaning through signs." English Teaching: Practice & Critique 20, no. 2 (January 19, 2021): 130–48. http://dx.doi.org/10.1108/etpc-07-2020-0076.

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Purpose The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children’s literature. In particular, attention is paid to the ways students translanguage as part of the learning process. Design/methodology/approach An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning. Findings The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children’s literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives. Originality/value This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.

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Lee, Chaehyun. "Functions of Translanguaging Performed by Korean-American Emergent Bilinguals." International Journal of Elementary Education 9, no. 3 (2020): 50. http://dx.doi.org/10.11648/j.ijeedu.20200903.11.

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Kim, Won Gyoung. "Long-Term English Language Learners’ Educational Experiences in the Context of High-Stakes Accountability." Teachers College Record: The Voice of Scholarship in Education 119, no. 9 (September 2017): 1–32. http://dx.doi.org/10.1177/016146811711900903.

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Background/Context A large number of emergent bilinguals, also known as English language learners (ELLs), in secondary schools have experienced academic difficulties, grade repetition, inappropriate referrals to special education, and dropout. They are the most in danger of academic failure and in need of highly qualified instruction that meets their needs; however, they have received little attention from schools. To better understand secondary emergent bilinguals’ academic challenges, it would be necessary to examine their learning experiences throughout schooling, including language support programs and services provided, instructional practices and academic support implemented, and assessments administered to make their educational decisions. In particular, as the high-stakes accountability system has played a critical role during their course of schooling, it would be essential to examine how the accountability system has interacted with these underachieving emergent bilinguals. Purpose/Focus of Study This manuscript draws from a larger qualitative study (Kim, 2013) that investigated long-term ELLs’ history of schooling and their perceptions of language and academic learning experiences. The purpose of this analysis is to more closely examine the nature of language support received during participants’ K-12 schooling and their program placements in the context of their performance on state-mandated language and academic achievement tests. Experiences of participants who were retained and referred to and/or placed in special education serve to illustrate schools’ responses to these underachieving emergent bilinguals. Setting/participant This research study took place at a high school in central Texas. Eleven secondary emergent bilinguals who met the purpose of this research project participated in the study. The essential attributes of participants for inclusion were English language learners who (a) met the state eligibility criteria for classification as limited English proficiency, (b) had attended public schools in the United States for seven years or more, and (c) had at least a year of high school experience. Research Design A qualitative research design based on a constructivist, Naturalistic Inquiry (NI) paradigm was utilized to understand the reality of participants’ school challenges. This NI approach is appropriate to analyze concepts and themes derived from the exploratory cases of this population. Data Collection and Analysis Data sources were individual, semi-structured, and in-depth interviews and a variety of school documents that included each student's cumulative folder, Language Proficiency Assessment Committee (LPAC) documents, and academic assessment records. As the constant comparative method of data analysis was a core function of this research process, data analysis occurred concurrently with data collection. Triangulation among students’ recollections of their program placements, archival data, and informant (i.e., district bilingual and ESL professionals) interviews was used to ensure that the findings accurately reflected the actual phenomenon. Member checks, reflexive journaling, and peer debriefing were also utilized to ensure the trustworthiness of the study. Findings Participants in this study experienced multiple layers of limited opportunity to learn as they moved through the educational process. They began their schooling with inadequate bilingual education services in elementary grades, and many of them were retained and/or referred to special education, mainly due to their unsatisfactory scores on state-mandated assessments. Subsequently, participating ELLs all moved up to middle school where they received little English language support; their continued low scores on high-stakes assessments led to placement in remedial programs or intervention courses for state mandated tests. During their high school years, this pattern continued with the addition of End-Of-Course designated courses, remedial courses for preparing for state mandated tests, and credit recovery programs. Though state assessments should not be exclusively used to measure student learning, they were solely used to participating ELLs’ high-stakes instructional and placement decisions (e.g., retention, placement in remedial programs), which appeared to negatively affect participants’ educational trajectory by increasing the gaps in their opportunities to learn. Conclusions/Recommendations The participating ELLs’ experience of schooling fostered academic gaps due to their limited opportunities to learn, and they had been inadvertently excluded from the formal curriculum because schools in the district did not have adequate programs and services to address these learners’ linguistic and academic needs. Informed by social capital framework research and theory, findings suggest that participants’ gaps in learning continued to grow with each subsequent year of schooling, exacerbated by their limited access to appropriate language services and educational support, thereby rendering them struggling, low-achieving, long-term ELLs. Despite their academic challenges, participating ELLs remained eager to succeed in school, which raises a critical question regarding how well the educational system is prepared to provide these emergent bilinguals with high quality, rigorous programs that are responsive to their linguistic and academic needs.

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Journal articles on the topic 'Emergent bilinguals'

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