ethanporcaro/eric-fulltext-meta huggingface dataset:
Translanguaging for and as Learning with Youth from Refugee Backgrounds
Author: Van Viegen, Saskia
Date: 2020-00-00
Type: Journal Articles
Subjects: Refugees,Code Switching (Language),Foreign Countries,Native Language,Second Language Learning,Language Usage,Teaching Methods,Educational Needs,Teacher Attitudes,Case Studies,Literacy,Linguistic Theory,Classroom Communication,Scaffolding (Teaching Technique),Immigration,Disadvantaged,Teacher Student Relationship,Grade 10,High School Students,English (Second Language),Second Language Instruction,Vocabulary Development,Multilingualism

Although host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems. This article explores the educational needs of these children and youth, exploring teacher perceptions of and approaches to students' language and literacy practices. Sharing insights from case study research conducted in one Canadian school, the article discusses how educators at the school drew upon and engaged students' linguistic resources as key to student learning, relationships and engagement, catalyzing new configurations of language in education. Analyzing these processes through a translanguaging theory of language, the article discusses how teachers and students engaged &quot;translanguaging instinct&quot; and created &quot;translanguaging spaces&quot; (Li, 2018) in their classrooms to support teaching and learning. Finally, the article proposes a three-dimensional matrix for teachers to use in reflecting on language teaching and learning, comprising axes of (1) teacher- and student-initiated translanguaging; (2) planned and spontaneous engagements with translanguaging; and (3) translanguaging as either a scaffold or a resource for learning. Illustrated with examples from practice and elaborated with teacher reflections, the article describes why such approaches are of critical importance in response to circumstances of forced migration and resettlement of vulnerable populations. Findings arising from this work further support and respond to the call for nuanced understanding of how translanguaging practice and pedagogy materialize within situated educational contexts.
A Developmental Framework for Online Language Teaching Skills
Author: Stickler, Ursula
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Online Courses,Teaching Skills,21st Century Skills,Teacher Workshops,Technology Integration,Teaching Methods,Distance Education,Technological Literacy,Guidelines,Second Language Learning,Second Language Instruction,Foreign Countries,Web Sites,Pedagogical Content Knowledge,Experiential Learning

This article focuses on the need for teachers to develop online skills and describes how experiential, participant focused workshops can change the way in which language teachers can integrate technology into their teaching and help them to successfully implement these 21st century skills. It starts by briefly sketching the development of online language teaching in distance pedagogy and introducing the skills development for teachers and the necessity of online teaching skills before outlining previously developed frameworks in this area. The article then describes how--within a European context of increasing demands on language teachers' technological competence--a dynamic framework for experiential teacher training workshops was developed that is based on a pyramid of online teaching skills. Bringing together insights from research and more than a decade of experience in online teacher training, this article sets out this developmental framework and argues for the need of participant focused, flexible and dynamic training opportunities for language teachers.
Creating Translingual Teaching Resources Based on Translanguaging Grammar Rules and Pedagogical Practices
Author: Seals, Corinne A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Grammar,Multilingualism,Code Switching (Language),Teaching Methods,Instructional Materials,Malayo Polynesian Languages,Pacific Islanders,Ethnic Groups,Material Development,Childrens Literature,Second Language Learning,Native Language,Foreign Countries,Language Maintenance,Early Childhood Education,Child Care Centers,Political Influences,Ethnography,English (Second Language),English,Bilingual Instructional Materials

This article describes the process of understanding how translanguaging is naturally used in multilingual teaching environments and then applying this analysis to the creation of translanguaging grammar rules and ultimately pedagogical materials. Focusing primarily on our work with a Maori puna reo in Aotearoa New Zealand, but also drawing upon our work with a Samoan a'oga amata, we explain in this article how we created translingual children's books and other teaching materials that are able to embody translingual practices and core cultural values. After discussing the materials and their development, this article ends with an initial analysis of the materials' effectiveness as well as a discussion of the importance of translingual pedagogical materials that goes beyond traditional discussions of codeswitching in the classroom.
Translanguaging as a Boundary Crossing Mechanism: A Turkish-American Youngster and Her Linguistic Negotiation of Three Discursive Spaces
Author: Yilmaz, Tuba
Date: 2020-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Turkish,English (Second Language),Second Language Learning,Academic Achievement,Achievement Gap,Cultural Differences,Language Usage,Case Studies,Heritage Education,Educational Environment,Student Attitudes,Native Language,Sociocultural Patterns,Parent Child Relationship,Peer Relationship,Family Environment,Community Schools,Native Language Instruction

In order to effectively respond to the increased linguistic and cultural diversity in U.S. schools and close the consistently documented achievement gap between culturally and linguistically diverse (CLD) students and mainstream students, teachers need to take an asset-based approach and be able to draw on CLD students' entire funds of linguistic knowledge. However, few studies have examined CLD students' linguistic choices in multiple discursive spaces with different linguistic norms, values and practices. This article addresses this research gap through a case study of Elif, a Turkish-American student and her linguistic boundary crossing experiences within and across three discursive spaces: her home, her Turkish heritage language school, and her mainstream school. Through in-depth analysis of interviews, observations, and field notes, the study revealed that Elif experienced different linguistic environments and boundary types. She negotiated experiences that ranged from smooth to managed to insurmountable boundaries. Finally, translanguaging practices acted as a key boundary object that mediated sociocultural discontinuities in the Turkish heritage language school, and facilitated Elif's experiences between Turkish dominant and English dominant discursive spaces.
Eroding the Monolingual Monolith
Author: French, Mei
Date: 2020-00-00
Type: Journal Articles
Subjects: Monolingualism,Student Diversity,Multilingualism,Teaching Methods,English (Second Language),Second Language Learning,Secondary School Students,Instructional Effectiveness,Secondary School Teachers,Foreign Countries,Language Usage,Code Switching (Language),Culturally Relevant Education,Educational Policy,Classroom Communication,Catholic Schools,Females,Single Sex Schools,Indigenous Populations,Disadvantaged Schools,Institutional Characteristics,Bilingualism,Ethnography,Second Language Instruction

Australian schools are increasingly linguistically and culturally diverse places, and yet, the monolithic weight of the &quot;monolingual mindset&quot; (Clyne, 2008) still hulks at the centre of Australian education systems. Despite this, there is increasing recognition of the value of multilingualism, and the importance of incorporating students' home languages and multilingual abilities into teaching and learning. Teachers, teacher educators and curriculum developers seek guiding principles for multilingual approaches and examples of effective strategies which can be adapted and translated for diverse educational contexts. This paper suggests some principles which support effective multilingual pedagogy, illustrated with examples from students learning English as an additional language or dialect (EALD) and their teachers in two South Australian secondary schools. At a foundational level, a multilingual stance underpins the success of multilingual pedagogies. Attention to both vertical and horizontal dimensions of multilingualism (Heugh, 2018) is central to effective multilingual pedagogy. Additionally, the expertise of both students and teachers must be recognised and specified. Multilingual students are experts in using and managing their multilingual repertoires for interaction and learning, while teachers are responsible for learning design, teaching school literacies, and maintaining a supportive learning environment. A key to success is that multilingual pedagogies are developed from and respond to students' existing multilingual practices. It is hoped that these principles can help extend discussion around the use of multilingual resources and translanguaging practices in school-based learning, and give impetus to collaboration engaging students, teachers and researchers in action research and development of multilingual pedagogies. In this way, Australian education might begin to emerge from the shadow of the monolingual monolith.
Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre
Author: Halim, Nadiah
Date: 2020-04-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Instruction,Metacognition,Reading Strategies,Teaching Methods,Program Effectiveness,Reading Skills,Foreign Countries,Peer Teaching,Home Schooling,Elementary School Students,Grade 7

Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students' reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level.
Investigating the Importance Level and Utilization of Vocabulary Learning Strategies among Turkish EFL Learners
Author: Yolcu, Melek
Date: 2020-04-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Learning Processes,Learning Strategies,Taxonomy,Student Attitudes,Foreign Countries,Correlation,Secondary School Students

This study aims to investigate (a) the perceptions of 8th grade Turkish EFL learners regarding the importance and use of L2 vocabulary learning strategies (VLS), (b) to find out the relationship between perceived importance level and application level of VLS and (c) to unearth the most and the least frequently applied VLS by EFL learners in their learning processes. A mixed-method sequential explanatory design was adopted in this study. The quantitative data were collected through a questionnaire based on Schmitt's taxonomy of VLS from 398 participants and analyzed via SPSS; qualitative data were obtained from focus group interviews conducted with 45 volunteer participants and analyzed through thematic analysis. The findings indicated that EFL learners attribute a great level of significance to vocabulary learning. It also revealed that there is a significant relationship between importance and application level of VLS, which demonstrates that the strategies that were given most importance were applied on a larger scale by learners.
&quot;Writing Like a Health Scientist&quot;: A Translingual Approach to Teaching Text Structure in a Diverse Australian Classroom
Author: Ollerhead, Sue
Date: 2020-00-00
Type: Journal Articles
Subjects: Multilingualism,Code Switching (Language),Second Language Learning,English (Second Language),Vocabulary Development,Teaching Methods,Course Content,Language Usage,Native Language,Foreign Countries,Cooperative Learning,Cultural Background,Second Language Instruction,Health Sciences,Self Concept,Learning Experience,Case Studies,Secondary School Students,Secondary School Teachers,Intensive Language Courses,Teacher Attitudes,Writing Instruction,English for Academic Purposes,Eating Habits,Health Behavior

In multilingual Australian classrooms, one of the biggest challenges for culturally and linguistically diverse (CALD) learners is mastering the academic language they need to succeed at school. Unlike everyday language, academic language refers to the abstract, complex and challenging language that students need to understand, evaluate, synthesise and report on ideas that they learn in the classroom. It may include, for example, discipline-specific vocabulary, or textual conventions typical for a content area. As Goldenberg (2008) says: &quot;If we want students to think like mathematicians, read like historians, write like scientists, we need to teach them these ways of thinking reading and writing&quot; (p. 9). For CALD students in Australian mainstream classrooms, who learn subject content through English, mastery of academic language can prove particularly challenging if they are restricted to &quot;English only&quot; approaches to show what they know and can do. In contrast, a translanguaging approach can enable students to utilize any of the features in their full linguistic repertoires to demonstrate what they know and can do in relation to classroom content (Garcia, Johnson &amp; Seltzer, 2017). This paper reports on an empirical research project that investigated the role of translanguaging (Garcia, 2009) in teaching academic language to CALD students, by setting up collaborative activities in which students worked together to draw upon all of their language and cultural knowledge. During this project, the first author, an academic researcher, collaborated with two classroom teachers (both of whom co-authored this paper) to explore various ways in which teachers could mobilise multilingual teaching pedagogies to support the students' access to and engagement with language and literacy learning. In providing a finely grained account of how a translanguaging approach was applied to literacy and oracy work in a Health Sciences unit, this article demonstrates clearly how CALD students' linguistic resources are fundamental to their cultural identities, and that enabling students to access all of these resources can lead to deeper and richer learning experiences.
Translanguaging as Transmediation: Embodied Critical Literacy Engagements in a French-English Bilingual Classroom
Author: Lau, Sunny Man Chu
Date: 2020-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Action Research,College School Cooperation,English,Language Arts,French,Second Language Learning,Second Language Instruction,Elementary School Teachers,Critical Thinking,Criticism,Foreign Countries,Bilingualism,Semiotics,Participatory Research,Teaching Methods,Language Usage,Linguistic Theory,Teacher Collaboration,Refugees,Immigration,Student Attitudes,Multisensory Learning,Empathy,Aesthetics,Learning Experience,Language Teachers,English Teachers

Translanguaging theory highlights linguistic and semiotic resources as an integrated communicative repertoire for knowledge construction (Li, 2018). Language is learned and used in conjunction with other modalities through processes of resemiotization (Iedema, 2003) or transmediation (Suhor, 1984) where meaning is made and remade across modes. Through this translanguaging lens, dynamic integration of languages with expressive arts helps mobilize embodied resources, whether cognitive, sensory, or affective, for alternate avenues of knowing and awareness, an aspect much neglected in traditional critical literacy approaches focusing heavily on rational ideological critique (Janks, 2002). A trans-systemic approach also facilities second language learners' full agentive participation as their multilingual and multisensory resources are valorized for complex learning often considered beyond their abilities. This article describes a university-school participatory action research study in a Quebec elementary classroom, where the English Language Arts and French Second Language teachers, through coordinated translanguaging pedagogy (Gort &amp; Sembiante, 2015), facilitated critical bilingual learning while providing respective language models. The children were engaged in a yearlong inquiry into the issue of refugees, through discussing stories of migration and interviewing with refugee background students in both languages while engaging in visual arts for deepened understanding and embodied reflections. Students responded positively to the coordinated bilingual engagements and multisensory approaches to critical literacy, which afforded an aesthetic experience that fostered reflexivity and civic empathy (Mirra, 2018). The study points to the affordances of translanguaging in critical education, underscoring how embodied multilingual engagements allow students to be &quot;affected&quot; and to &quot;affect&quot; (Ahmed, 2010) others.
Creating Short-Term Classes on Unification in South Korean Universities
Author: Lee, Andrea Rakushin
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Group Unity,Peace,Student Attitudes,Minicourses,Conflict Resolution,International Relations,Undergraduate Students,Citizenship Education,Social Change,Young Adults,Course Content,Curriculum Implementation

Young adults will be the next generation of leaders, and it is critical for them to be cognizant of major issues that impact society. Unification is a significant issue in South Korea, especially in light of the recent summits between South and North Korea. This study is rooted in principles of peace education to promote peaceful discourse related to unification issues. Unification education plays an important role in K-12 education in South Korea; however, it is not prioritized at the university level. This case study, which included open-ended surveys, interviews, and focus groups, explored South Korean university students' (n=33) views of creating short-term classes on unification and the types of topics that they think should be taught in these classes. Primary results indicate that most participants expressed interest in taking short-term classes on unification issues. The paper also includes practical implications that can be considered when developing short-term classes on unification in South Korean universities.
Unfolding of Filipino School Leadership Experiences in Doha, Qatar
Author: Del Rosario, Kris Anne
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Workers,Diversity (Faculty),Planning,Governance,Leadership,Leadership Responsibility,Cultural Awareness,Acculturation,Educational Resources,Cultural Influences,Principals,Minority Groups,Administrator Characteristics,Leadership Styles,Barriers,Administrator Role,Elementary Secondary Education,School Administration,Assistant Principals

Due to internationalization, Qatar is hiring foreign educators and leaders to share expertise in their country. Filipinos are mostly hired as domestic helpers, yet there are also Filipino leaders in educational institutions that exist, particularly in the capital city Doha. The researchers find it significant to examine the experiences of Filipino teachers abroad, due to the rising number of educators and school leaders in Qatar. Romanowski et al. (2018) cited that there is a very few studies regarding principalship and diversity of educators notwithstanding the enormous knowledge of research that emphasize leadership in school and diversity of students. The study attempts to unfold the lived experiences of Filipino school managers in international schools in Doha, Qatar specifically with: 1) the experiences of Filipino school managers in terms of: (a) Planning; (b) Organizing; (c) Leading and (d) Controlling. 2) The challenges of being a school leader in international schools in Doha. Four (4) themes emerged from the study with subthemes that depicted the experiences and challenges of Filipino school leaders. Theme 1 explains the Filipino school leaders in complying with mandates and policies. Theme 2 discusses the Filipino school leaders in adapting with culture. Theme 3 defines the Filipino school leaders conforming with programs. Theme 4 depicts the Filipino school leaders in conforming with resources. The study is beneficial to the aspiring and current school leaders not only to Filipinos, but also to other nationalities interested in or are presently managing international schools in Doha.