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The number of bilingual-bicultural students in the US continues to grow exponentially. With this growth, educators have an increased need for ensuring that all bilingual-bicultural students have equal language learning opportunities. It is, therefore, crucial that bilingual educators have access to valid tools that can serve as guides for determining if a speech and language referral is needed. The Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners [RELPP-BL] was developed as a data gathering tool to assist educators in the decision-making process. The purpose of this study was to explore the content validity of the RELPP-BL. The preliminary results demonstrate that the RELPP-BL is a viable, valid tool for use in the pre-referral process; it is not intended as an evaluation measure.

Digital storytelling is a short form of multimedia production that can foster digital literacy and facilitate subject matter learning. This study describes how middle school students learned about mental health by composing digital stories, showing how this also influenced their attitudes toward mental health in their own lives. Using a qualitative multiple-case method, we explored three immigrant students’ digital storytelling in a psychology class. We use a visual grammar derived from systemic functional linguistics to analyze their digital stories, examining representational, relational, configurational, and social functions. Our analysis shows how students chose design elements to reflect their learning about and reactions to mental illness. We analyze how students projected relationships with the audience and how these projected relationships both reflected and influenced their learning and personal development. We conclude that digital storytelling can be an excellent pedagogical tool that allows students to engage both in subject matter learning and self-reflection.

Background: English is the dominant language in South African schools although it is the home language for less than 10% of the population. Many schools have yet to embrace the Language in Education Policy’s advocacy of additive bilingualism. This has led to a majority of the country’s children learning and being assessed through a language in which they lack proficiency. Aim: This article draws on second language teaching and learning theory to make a case for more systematic support for learners’ second language development and for legitimation of use of home language in mathematics classrooms where a different language is the official medium. The article shares empirical data from a South African Grade 4 mathematics teacher’s classroom to illuminate arguments in favour of additive bilingualism. Setting: A non-fee-paying public school in Eastern Cape province of South Africa. Methods: Data were collected through lesson observations, teacher interviews and assessment data generated by a professional development project initiative. Results: The ‘illuminatory’ lesson data suggest that allowing learners to use their home language alongside English facilitated their mathematical sense-making. This suggestion is strengthened by assessment data from a larger development project mandated with exploring ways for improving the quality of primary mathematics teaching and learning. Conclusion: Insights from this article add to many other calls made for more sustained and serious consideration of the pedagogical and epistemological value of multilingual approaches for South African classrooms.

This study examined overlap and correlates of poor reading comprehension in English and French for children in early French immersion. Poor comprehenders were identified in grade 3 in English and French using a regression method to predict reading comprehension scores from age, non-verbal reasoning, word reading accuracy, and word reading fluency. Three groups of poor comprehenders were identified: 10 poor comprehenders in English and French, 11 poor comprehenders in English, and 10 poor comprehenders in French, and compared to 10 controls with good reading comprehension in both English and French. There was a moderate degree of overlap in comprehension difficulties in English and French among poor comprehenders with equivalent amounts of exposure to French, with a prevalence rate of 41.7% in our sample. Children who were poor comprehenders in both English and French consistently scored the lowest on English vocabulary in grade 1 and grade 3 and in French vocabulary in grade 3 suggesting that poor comprehenders' vocabulary weaknesses in English as a primary language may contribute to comprehension difficulties in English and French.

Introducció. Les emocions tenen un paper fonamental en l’aprenentatge de llengües estrangeres, ja que els aprenents estan en procés d’adquirir no només una llengua, sinó també noves estructures de pensament i nous elements culturals. Mètode. En aquest estudi, setanta estudiants de Mongòlia i onze professors van respondre entrevistes semiestructurades. Les dades es van analitzar calculant els percentatges en les respostes segons el gènere dels estudiants. Per analitzar les respostes del professorat, es va aplicar una anàlisi narrativa. Resultats. Les dades suggereixen que els i les estudiants mostren emocions diferents durant l’adquisició d’un idioma estranger, segons si són nois o noies. Es va constatar que tots dos grups percebien els sentiments dels educadors similars a les seves pròpies emocions, i creien que un bon o mal professor podia alterar el seu èxit en l’aprenentatge. L’estudi mostra com els professors experimentaven diverses emocions positives, però el seu entusiasme disminuïa fàcilment quan els estudiants no els corresponien. Els professors percebien i entenien les emocions dels estudiants, però no sempre eren capaços de tenir-les en compte, o no hi estaven predisposats. Discussió i conclusió. Aquesta investigació revela que tant estudiants com professorat consideren que les emocions són fonamentals a l’aula. Les emocions positives sempre semblen estar condicionades pel comportament de l’altra part. No obstant això, la validació de les possibles emocions negatives es considera una gran eina motivadora capaç de transformar les actituds negatives en positives., Introduction. Emotions experienced in the classroom significantly affect learners’ and educators’ motivation. In foreign language learning, emotions are of critical importance, since learners are acquiring not only a language but new structures of thinking and new cultural elements. Method. In this study, 70 Mongolian students and eleven teachers responded to questionnaires or interviews. The data from students were analysed by taking percentages of their responses by gender group, while narrative analysis was applied to the teachers’ responses. Results. The data suggest that male and female students display different emotions during foreign language acquisition. Both groups perceived educators’ feelings similarly to their own emotions. They stated that a good or bad teacher could alter their learning success. Teachers experienced a variety of positive emotions, but their enthusiasm readily decreased if students did not reciprocate. Teachers perceived and understood learners’ emotions, but were not always able or willing to take them into consideration. Discussion. The present study finds that both students and teachers consider emotions in the classroom and towards one another to be crucial. Positive emotions are always conditioned by the other party’s behaviour. Validation of (sometimes negative) emotions is regarded as a great motivational tool that can transform negative attitudes into positive ones., Introducción. Las emociones tienen un papel fundamental en el aprendizaje de lenguas extranjeras, ya que los estudiantes no solo están adquiriendo un idioma, sino también nuevas estructuras de pensamiento y nuevos elementos culturales. Método. En este estudio 70 estudiantes mongoles y once profesores respondieron a entrevistas semiestructuradas. Los datos se analizaron considerando porcentajes sobre las respuestas según el género de los estudiantes. Se aplicó un análisis narrativo para analizar las respuestas de los profesores. Resultados. Los datos sugieren que el estudiantado muestra emociones diferentes durante el proceso de adquisición de un idioma extranjero. Ambos géneros percibían los sentimientos de los educadores similares a sus propias emociones y declaraban que un profesor bueno o malo podría alterar su éxito en el aprendizaje. Los docentes experimentaban diversas emociones positivas, pero su entusiasmo disminuía fácilmente cuando los estudiantes no las correspondían. También percibían y entendían las emociones de los alumnos, pero no siempre eran capaces o estaban dispuestos a tenerlas en cuenta. Discusión y conclusión. Esta investigación revela que tanto los estudiantes como el profesorado consideran que las emociones son fundamentales en el aula y hacia las otras personas. Las emociones positivas siempre parecen estar condicionadas por el comportamiento de la otra parte. Sin embargo, la validación de las posibles emociones negativas se considera una gran herramienta motivadora capaz de transformar las actitudes negativas en positivas.

Writing is a complex process both in the first language (L1) and in a foreign or second language (L2). Researchon second- and foreign-language writing processes is increasing, thanks to the existence of research tools thatenable us to look more closely at what language learners actually do as they write (Hyland, 2016; Van Waes etal., 2012; Wengelin et al., 2019); research on plurilingual writing behaviour remains, however, scarce. Thisstudy looks at the relationship between knowledge of language, typing skills, writing processes (writing fluency,pauses and revisions) and the quality of texts written by 30 middle school French students (14-15 years old),during writing in their first (French), and second (English) languages. In the second study, we looked at thiscomplex relationship among a sub-group of 15 middle school French-Turkish bilingual students (14-15 yearsold, residing in France) during writing in their home language (Turkish), school language (French), and English(a foreign language, also learned at school). The third study explores this complex relationship between thesubgroup of 17 bilingual learners (15 Turkish-French bilinguals and 2 Arabic-French bilinguals) and 13 Frenchmonolingual learners.We used a mixed-method study design: a combination of keystroke loggings, pre- and post-writingquestionnaires, students' written texts and stimulated recall interviews. Our participants performed three writingtasks (a copy task, a descriptive and a narrative task) in each language on the computer using the keystrokeloggingtool Inputlog (Leijten & Van Waes, 2013). Keystroke logging (the possibility of measuring precisetyping behaviour), which has developed over the past two decades, enables empirical investigation of typingbehaviour during writing. Data related to writing processes were analyzed from this Inputlog data: writingfluency was measured as characters per minute, words per minute, and mean pause-bursts (text producedbetween two pauses of 2000 milliseconds); pausing was measured as numbers of pauses, pause length, andlocation (within and between words); and revisions were measured as numbers of deletions and additions, andrevision-bursts (additions and deletions between two long pauses of 2000 milliseconds). Typing speed wasmeasured with the Inputlog copy task tool in three languages; we developed the Turkish copy task for our study,and it has been standardized and added to the Inputlog software. To assess text quality, a team of evaluatorsused both a holistic and an analytical rating scale to judge content, organization and language use in the L1, L2and L3 texts, and this qualitative assessment is compared with the quantitative Inputlog measures. We alsocollected stimulated recall protocol data from a focus group of seven writers, as they watched the keystrokelogged data unfold; this fascinating process enabled us to obtain information related to the writers’ thoughtsduring long pauses and revisions. Finally, we obtained background data on the participants’ writing behaviorsoutside the classroom with a questionnaire.Analyses of the keystroke logging data reveal important differences between L1 and L2 as well as between L1,L2 and L3 writing processes, which appear to be linked to our bilingual subjects’ linguistic backgrounds, andespecially their contact with written Turkish (Akinci, 2016). Writing processes were more fluent in French, withlonger pause-bursts, fewer pauses and revisions than writing in English and Turkish. Post-hoc comparisons ofwriting processes in the three project languages show that although there are significant differences betweenFrench and Turkish/English writing processes, English and Turkish writing processes are similar, with,however, significant fluency differences...., L'écriture est un processus complexe à la fois dans la langue première (L1) et dans une langue étrangère ou seconde (L2). Les recherches sur les processus d'écriture en langue seconde et en langue étrangère se multiplient, grâce à l'existence d'outils de recherche qui nous permettent d'examiner de plus près ce que les apprenants font réellement dans leurs langues lorsqu'ils écrivent (Hyland, 2016; Van Waes et al., 2012; Wengelin et al., 2019) ; les recherches sur les comportements d'écriture plurilingue restent cependant rares. Cette étude examine la relation entre la connaissance de la langue, les compétences en dactylographie, les processus d'écriture (fluidité d'écriture, pauses et révisions) et la qualité des textes écrits par 30 collégiens français (14-15 ans), lors de l'écriture dans leur premier (français) et deuxième (anglais) langues. Dans la seconde étude, nous avons examiné cette relation complexe au sein d'un sous-groupe de 15 élèves bilingue turcophone (14-15 ans, résidant en France) lors de l'écriture dans leur langue d'origine (turc), langue scolaire (français) et l'anglais (une langue étrangère, également apprise à l'école). La troisième étude explore cetterelation complexe entre le sous-groupe de 17 apprenants bilingues (15 apprenants turcophone et 2 apprenants arabe-français) et 13 apprenants monolingues français.Nous avons utilisé un plan d'étude à méthode mixte: une combinaison d'enregistrement des touches tapées au clavier, de questionnaires avant et après l'écriture, de textes écrits par les élèves et d'entretiens de rappel stimulé. Nos participants ont effectué trois tâches d'écriture (une tâche de copie, une tâche descriptive et une tâche narrative) dans chaque langue à l'ordinateur à l'aide de l'outil d'enregistrement des touches tapées au clavier, Inputlog (Leijten & Van Waes, 2013). L'enregistrement des touches tapées au clavier (possibilité de mesurer avec précision le comportement de frappe), qui s'est développée au cours des deux dernières décennies, permet une investigation empirique des comportements de frappe lors de l'écriture à l'ordinateur. Les données relatives aux processus d'écriture ont été analysées à partir de ces données d'Inputlog: la fluidité d'écriture a été mesurée en caractères par minute, mots par minute et la moyenne des caractères entre deux pause en rafales de pause (de 2000 millisecondes); les hésitations ont été mesurées par le nombre de pauses, la durée des pauses et leur emplacement (à l'intérieur ou entre les mots); les révisions ont été mesurées en nombre de suppressions et d'ajouts, et en rafales de révision (le nombre moyenne d’ajouts et suppressions entre deux longues pauses de 2000 millisecondes). La vitesse de frappe a été mesurée avec une tâche de copie dans chaque langue du projet; cette tâche de copie est corrigée automatiquement par Inputlog ; nous avons développé cette tâche en turc pour notre étude, et elle a été normalisée et figure maintenant comme partie intégrante du logiciel, pour d’autres utilisateurs. Pour évaluer la qualité des textes écrits par nos apprenants, une équipe d'évaluateurs a utilisé une échelle d'évaluation holistique et analytique pour juger du contenu, de l'organisation et de l'utilisation de lalangue dans les textes en L1, L2 et L3 ; nous avons ensuite comparé cette évaluation qualitative aux mesures quantitatives obtenus dans Inputlog. Nous avons également recueilli des données avec un protocole de rappel stimulé auprès d'un sous-groupe de sept scripteurs, pendant qu'ils regardaient les données enregistrées sur Inputlog se dérouler à l’écran (avec la fonction Replay); ce processus fascinant nous a permis d’obtenir des informations liées aux pensées des écrivains lors des pauses et révisions longues. Enfin, nous avons obtenu d’autres informations sur les comportements d’écriture des participants en dehors de la classe à l’aide d’un questionnaire.....

BACKGROUND: English is the dominant language in South African schools although it is the home language for less than 10% of the population. Many schools have yet to embrace the Language in Education Policy's advocacy of additive bilingualism. This has led to a majority of the country's children learning and being assessed through a language in which they lack proficiency. AIM: This article draws on second language teaching and learning theory to make a case for more systematic support for learners' second language development and for legitimation of use of home language in mathematics classrooms where a different language is the official medium. The article shares empirical data from a South African Grade 4 mathematics teacher's classroom to illuminate arguments in favour of additive bilingualism. SETTING: A non-fee-paying public school in Eastern Cape province of South Africa. METHODS: Data were collected through lesson observations, teacher interviews and assessment data generated by a professional development project initiative. RESULTS: The 'illuminatory' lesson data suggest that allowing learners to use their home language alongside English facilitated their mathematical sense-making. This suggestion is strengthened by assessment data from a larger development project mandated with exploring ways for improving the quality of primary mathematics teaching and learning. CONCLUSION: Insights from this article add to many other calls made for more sustained and serious consideration of the pedagogical and epistemological value of multilingual approaches for South African classrooms.

Research on the socio-political dimensions of language diversity in mathematics classrooms is under-theorised and largely focuses on language choice. These dimensions are, however, likely to influence mathematics classroom interaction in many other ways than participants’ choice of language. To investigate these influences, I propose that the notions of heteroglossia, orders of indexicality and scale-jumping, can provide new theoretical tools with which to understand the links between classroom interaction and broader social patterns of marginalisation. To illustrate the utility of these ideas, I include some analysis of an episode observed in a sheltered elementary school second language mathematics classroom in Canada., La investigación sobre las dimensiones sociopolíticas de la diversidad lingüística en clases de matemáticas está poco teorizada y mayormente se centra en la elección de la lengua. Estas dimensiones, no obstante, probablemente influyen en la interacción en clase en otros modos distintos a la elección de la lengua. Para investigar estas influencias, propongo que las nociones heteroglosia, órdenes de indexicalidad y salto de escala, pueden aportar nuevos instrumentos teóricos con los cuales comprender conexiones entre interacción del aula y patrones sociales de marginalización. Para mostrar la utilidad de estas ideas, incluyo los análisis de un episodio de una clase de primaria de matemáticas canadiense con instrucción en una segunda lengua., The project referred to in this paper was funded by the Social Science and Humanities Research Council of Canada, Grant 410-2008-0544.

This chapter aims to use the term ‘bilingual learners’, in an attempt to further emphasise the linguistic power these learners possess. With the increase of research studies into bilingualism and supporting bilingual learners, different theories began to emerge. Some of these were related to what are known as ‘cross-linguistic transfer’ and ‘contrastive analysis’, whereby bilingual learners are perceived to use what they know of first language to support their development of the second language. In a similar way, a bilingual approach can be promoted through the use of dual-language picture books. These are an invaluable resource – of enormous benefit to bilingual and monolingual learners. The teachers noticed a growth in metalinguistic awareness, not just for bilingual learners, but also for weaker, monolingual readers. If practitioners are effectively to respond to linguistic diversity, a recognition is needed that each child will arrive in school with useful and potentially transformative knowledge and experience.

Rangsit Journal of Arts and Sciences, 7, 2, 89-104

It is essential to support bilingual learners’ language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an increasingly diverse population and an increasing number of bilingual learners in formal school settings. This article introduces a framework for accomplishing both linguistic and content literacy simultaneously. The framework takes into account the four elements of the principles of learning, learner appropriate pedagogy, contextual interaction theory, student language (L1/L2) proficiency level, and a learner-centered environment that can lead to the successful achievement of content literacy for bilingual learners. The framework illustrates both the theory and practical applications that are needed for bilingual learners to achieve linguistic and cognitive success by attaining the language arts content literacy needed to succeed both in and out of the classroom