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This paper explores how one transnational emergent multilingual (TEM) adolescent described her languaging practices across the spaces she navigated daily both within and outside of the classroom across her first year in the US Findings illustrate how this adolescent – a home language speaker of Spanish and Quiché and emergent speaker of English – engaged in languaging practices in ways that illustrated the deep connection between language and identity while also representing how she had been socialized to understand language as both a tool for communication and relationship-building and a way of showcasing – or concealing – her identity. Using translanguaging theory, specifically conceptualizations of the translanguaging instinct and translanguaging spaces, this paper illustrates how monoglossic ideologies operate in ways that can overpower students’ existing heteroglossic ideologies causing them to question their translanguaging instincts and abilities. Findings indicate the need to focus on the creation of translanguaging spaces that cultivate and nurture students’ translanguaging instinct by pushing back on larger monoglossic ideologies and language policies that dictate both school and community spaces that TEMs navigate. [ABSTRACT FROM AUTHOR]

Criticizes the book reviewed as a right-wing policy potboiler. Rebuts five main claims that devalue bilingual education and affirmative action while assuming that all Hispanics strive for the goal of measurable individual attainment, even at the cost of communal and cultural impoverishment. Suggests that the book glorifies the immigrant good old days of hard work and assimilation. (TD)

This paper explores how transmodalising pedagogy contributes to equitable STEM literacy education for emergent bilingual learners (EBLs). Attending to the urgent call for serving linguistically and culturally diverse learners in STEM classrooms and informed by the supporting theories and practices of transmodalising pedagogy, this paper provides a repertoire of transmodalising pedagogy to support elementary school EBLs' STEM disciplinary content and literacy learning. Particularly, this paper shares two elementary teachers' lessons in mathematics and science classrooms to showcase how transmodalising disciplinary literacy instruction for young EBLs can afford equitable access to STEM curriculum while engaging EBLs in disciplinary discourse practices. [ABSTRACT FROM AUTHOR]

Sociocultural competence is the third goal of TWI programs, yet there is a lack of consensus on what it looks like in terms of student outcomes in the classroom. As an inherently social construct, sociocultural competence leads to successful interactions with people who are different from each other along various dimensions. Sociocultural competence in TWI classrooms, specifically, may manifest in successful friendship formation among students across different language and cultural groups. We use Social Network Analysis to investigate a friendship network in one TWI kindergarten classroom in Costa Rica using a measure of "homophily" – the tendency for people to create ties with people who are similar to themselves. Findings from the data in this study reveal patterns of friendship that indicate higher levels of sociocultural competence for bilingual students, both individually and as a group, in that they more regularly establish friendships across language groups in their classroom (showing less homophily) than do English or Spanish dominant students. A major contribution of this paper is to show how social network theory can be leveraged to help better specify and measure sociocultural competence in the TWI classroom by looking across different levels of analyses. [ABSTRACT FROM AUTHOR]

In a bilingual teacher preparation milieu fraught with high stakes and little time to develop biliteracies in humanizing ways, the researchers engaged in a comparative case study of two types of bilingual pre-service teachers, a heritage bilingual and an initially Spanish-dominant bilingual, to explore how they grew in their biliteracies after the redesign of three bilingual teacher preparation courses. Focused on holistic biliteracies and a Latina/Chicana embodied pedagogies of care, the data collection including discussion posts, papers, lesson plans, surveys, and interviews over three years. Findings reveal the biliteracies development process (the many ways of making meaning in and between languages) for both students followed a camino of convivencia, a journey with incisive stages with guides that encouraged their biliteracies and bilingual identities. They were further marked by highs and lows in confidence, as they contrasted their own biliteracies with others. Importantly, they each connected their biliteracies journeys to those of their future students, which they envisioned as a legacy of courage. Taken together, this study adds nuance to how holistic biliteracies a can be intentionally and comprehensively developed for two typologies of language minoritized students in bilingual teacher preparation programs while also preparing them for bilingual teacher certification. [ABSTRACT FROM AUTHOR]

In this paper, we look at pedagogies of care articulated by Latina high school teachers who teach Latinx multilingual students in a variety of content areas, including Latinx studies. We draw on raciolinguistics to understand how the teachers in this study practice "critical linguistic cariño," a radical form of care that considers how linguistic practices of Latinx students are racialized within the U.S. and beyond. The findings demonstrate how critical linguistic cariño is a pedagogical orientation that moves beyond simply caring for multilingual students. Instead, it is praxis that recognizes the sociopolitical contexts of language as central to care. As the teachers in this study have highlighted, to care for Latinx students is to love and actively create spaces for their full cultural and linguistic identities as they exist within these contexts. [ABSTRACT FROM AUTHOR]

This paper draws from a broader research project and reports on a qualitative case study that investigated instructional practices in grades 3–5 Two-Way Immersion (TWI) classrooms where the partner language is Spanish. Using Culturally Relevant Pedagogy (CRP) as the theoretical framework, the purpose of this study was to examine the degree to which CRP is utilized by TWI teachers. Semi-structured interviews, class observations, and documents such as lesson plans were used as primary sources and collected from nine teacher participants. Findings show that building a culture of academic success was prevalent across all classrooms. While there were some evidence of instructional strategies promoting cultural competence, culturally relevant literature and topics were limited. Across all classrooms, a focus on socio-political awareness was absent. After providing insight on how classroom instruction engaged components of CRP, this paper addresses implications for TWI programs and action steps to ensure all tenets of CRP are utilized. [ABSTRACT FROM AUTHOR]

Federal law requires states and school districts to institute accountability systems that report disaggregated student data to ensure that all children make academic progress. However, one of the mandated categories for disaggregation – English Learner (EL) – is reported as a single group despite representing students who are beginning, intermediate, and advanced in their acquisition of English. We argue that such a disaggregation is not sufficiently nuanced and may inadvertently hurt the very students it seeks to serve. Through the analysis of one large metro-area's accountability framework, this paper finds that there is a statistically significant relationship between EL level of English proficiency and school accountability rating that negatively impacts schools with large Intermediate EL populations. [ABSTRACT FROM AUTHOR]

This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students' bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE's goals. Arguing the role of teachers' critical consciousness in addressing inequities in DLE, we used Spolky's language policy theory to understand teachers' language policies in their classroom. In this ethnographic study, data was collected through interviews, participant observation, and recording classroom instruction. Utilizing the constant-comparative method, we identified two themes—critical reflection and action—exhibiting the teachers' critical consciousness as language policymakers in their classrooms. The teachers reflected on the DLE's value for students and the power hierarchies among English and Spanish and the speakers of those languages. Their actions were toward promoting bilingualism, challenging English hegemony, and creating an inclusive and social justice-oriented learning community. Our study contributes to preschool DLE literature by documenting the teachers' challenges regarding how larger oppressive beliefs related to language and race influenced students' language use and the teachers' actions to dismantle such challenges. [ABSTRACT FROM AUTHOR]

Under the theoretical underpinnings of language socialization and continua of biliteracy, this ethnographic case study documents how cultural performing arts, as part of extracurricular activities, promote bicultural identity and biliteracy development among Vietnamese American children. The study was set in two transnational contexts: a community-based Vietnamese heritage language school and a Vietnamese dual-language two-way immersion program, both located in a southwestern U.S. city. Data was drawn from observation field notes, interviews, teachers' testimony, and visual records. Findings show cultural events created by and for Vietnamese Americans create affordances for dialogic teaching on culture, language play, and cultural identity formation through collaborative efforts between home, school, and community. This paper implies a need for (1) purposeful integration of cultural events held by transnational communities into school curricula and (2) an in-depth focus on the sociocultural aspects of language programs, especially among the less-commonly-taught-language groups. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the literacy practices in a primary-grade English immersion class in California during the first year of implementation of Proposition 227, the initiative that mandated English immersion education for a majority of the state's linguistically diverse students. The data issue from a yearlong qualitative study of Room 110, a class consisting of 20 native Spanish-speaking children. The author utilizes the notion of hybrid literacy practices to conceptualize the blending of Spanish and English and home and school registers that permeated the class's reading and writing activities. Findings illustrate the dynamic contexts of development created by these practices and ways that the linguistic hegemony operating within the school eclipsed the practices. A discussion of the findings emphasizes the ambivalence of hybridity as a conceptual tool and as a guide for instructional practice. The paper concludes with three interrelated principles gleaned from the analysis of Room 110's literacy practices that elaborate dimensions of effective literacy learning environments for Latina/o children. [ABSTRACT FROM AUTHOR]

This paper advances the conceptualization of STEM teacher professional knowledge reflecting the specialized knowledge needed to support English learner (EL) language development during science and mathematics instruction. What distinguishes this model is the integration of conceptual understanding, a key feature of subject matter knowledge, with disciplinary literacy knowledge (DLK). Several models have been proposed to capture the knowledge, skills, and dispositions of effective teachers. However, few studies have empirically investigated the model's utility in producing effective EL instruction. Two professional development (PD) approaches were tested. One approach explicitly focused on developing subject matter knowledge and the second approach focused on developing pedagogical knowledge without an explicit attention to subject matter knowledge. Both approaches included PD on DLK. Outcome variables included teacher math and science content knowledge and instructional quality. Findings show overall science content knowledge score increased for both PD approaches, but no significant differences in overall math content knowledge score were found. This pattern suggests that for elementary teachers, prolonged PD can improve teacher science knowledge. Significant increases in instructional quality were found only for teachers who received PD with an explicit focus subject matter. PD focused on pedagogical knowledge did not improve overall teaching quality. Implications are discussed. [ABSTRACT FROM AUTHOR]

This paper examines language-brokering events to better understand how children utilize their linguistic resources to create spaces where the coexistence of two languages can enable or restrict understanding and learning of academic content for themselves and others. An analysis of the structure of language-brokering events reveals that different directional processes and points of initiation are involved, and that these structures lead to different consequences for learning. The data illustrate the socially constructed nature of language brokering and the active participation of young children in constructing their roles, community, and learning in classrooms. Although language brokering can facilitate comprehension and participation among second-language learners, the paper suggests a cautionary note about the possible unintended consequences of language-brokering events for second-language learners. [ABSTRACT FROM AUTHOR]

This paper describes an ambitious educational program uniting the efforts of Swiss, German, and French business associations, corporations, government agencies, and regional school boards in the Upper Rhine Valley, where economy and culture transcend national borders. The objectives of the program are to promote bilingualism, to teach the young people what factors unite and what factors differentiate their communities, and to optimize conditions for prosperous economic development based on knowledge of geographic, historical, sociocultural, and socioeconomic data. The focus of this paper is the program's textbook, Leben am Oberrhein/Vivre dans le Rhin Supérieur [Living in the Upper Rhine Valley], created especially for the communities of the Upper Rhine Valley and the center of the program. The program is multifaceted and innovative. This paper concentrates on Europe (where the program originated) as well as the United States of America (home to the author and the majority of Bilingual Research Journal readers) and its neighboring countries (essentially Canada and Mexico). Yet the program can serve as an inspiring model throughout the world for community leaders and educators wishing to promote bilingualism within communities formed by native speakers of a dominant language and groups of various heritage language speakers and cultures, or in neighboring communities with different backgrounds and mother tongues. [ABSTRACT FROM AUTHOR]

This paper describes fourth-grade English language learners in a Spanish-dominant language community. The author, a teacher researcher, uses discourse analysis to study the language her students used in a writing group in a language arts classroom. The discussion concerned a story one student had written in English. Because the group was student directed rather than teacher directed, a context was provided for co-construction of the text by students in the group. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of one district's performance based assessment of reading comprehension specifically designed for 5th grade transitional bilingual students in their first year of English instruction. In contrast to the common practice of using one assessment measure for all students and modifying assessment conditions for students from diverse backgrounds, they created a new instrument which was administered instead of the district-wide performance based assessment. Findings from the study indicate that: (a) characteristics of second language learning in the areas of phonology, syntax, and semantics were present to varying degrees in 100% of the students' responses; (b) specific knowledge of the linguistic characteristics of transitional students was necessary for effective interpretation and accurate scoring of student responses; (c) the transitional students demonstrated the ability to comprehend and interpret English texts at inferential levels when assessed on the transitional assessment measure; and (d) the transitional performance-based assessment results suggested to teachers many possible changes they could make in their instruction to meet the literacy needs of transitional students. [ABSTRACT FROM AUTHOR]

The study sought to investigate the role played by language in the academic performance of science students at a high school in the Free State province, South Africa who are taught through a language different from their mother tongue. The paper reports on the decisive mantle language plays in the comprehension and subsequent scholastic performance of these Chemistry students. The study adopted a mixed method research design in which the participants were randomly assigned to either the control or experimental group using Research Randomizer. Participants in the experimental group were bestowed intervention in form of lessons and learning materials in their mother tongue. Responses were drawn from a sample of 30 tenth grade students on the role language plays in the tutelage of tenth-grade Chemistry. Data was gathered from three tests written by the participants as well as from interview responses. A paired t-test disclosed a statistically significant difference in the academic achievement of the two research groups in the posttest. The upshot affirms that the employed paradigm shift, where languages of input and output were deliberately interchanged, proved to be an indispensable instructional approach as these Chemistry students were accorded the opportunity to learn in their home language. The present research findings are in line with previous research which affirms the use of students' mother tongue as being a social practice that goes beyond the four walls of the classroom. [ABSTRACT FROM AUTHOR]

Emergent bilinguals’ engagement and participation with learning is closely connected to the identities they are able to construct in this learning. In this paper, I present a model for understanding how young emergent bilinguals begin to construct identities with language and learning across school-based activities. Drawing upon Holland, Lachiotte, Skinner & Cain’s (1998) framework of how identities are shaped across figured worlds, and Nasir & Hand’s (2006, 2008) notion of practice-linked identities in school-based contexts, the model identifies the ways in which three components—context, subject positioning, and agency—play a critical role in how emergent bilinguals in a Spanish-English dual language, elementary school program begin to construct identities with learning and language. In juxtaposing the experiences of two emergent bilinguals, data highlights how these students used language in novel ways to assert a level of agency to become active participants in school-based activities. [ABSTRACT FROM AUTHOR]

This paper investigates the opinions of parents on some critical issues relating to recent educational reforms and their effects on foreign language education in Taiwan, particularly those aspects of the reforms that relate to the learning of English as a foreign language in the country. The paper noted that educational reforms in the country are dictated down from the authorities with little input from the public at large. This process has often resulted in complaints and confusion among the population, and consequently further reforms have often been rushed through in order to plug the emerging lacunae. The study found that much of the changes embarked upon by the government are out of tune with parental perceptions and expectations. It strongly recommends the need to develop a process of societal participation and parental consultation in educational planning and language policy issues, prior to the implementation of such reforms through the education process. This way, frequent changes and the attendant confusion that have characterized the education system in Taiwan can be minimized. Other suggestions are offered towards enhancing the teaching of English as a foreign language in Taiwan. [ABSTRACT FROM AUTHOR]

Using data from a random sample of Latino students in California, tracked throughout their elementary and middle school years, this paper examines ways in which outcomes vary for students of similar language and socioeconomic background who are initially instructed in their native language in transitional bilingual programs. As the students made the transition to instruction in English, which took place for most students in the sample between Grades 2 and 4, all students experienced an abrupt decline in performance on standardized reading test scores in English. However, performance trajectories after transition took markedly different paths, with higher achievers returning to pre-transition rates of performance as lower achievers continued an achievement decline that began for many while still being instructed in Spanish. The paper also examines school factors potentially associated with variations in performance (school-wide reform and strong kindergarten program) for subsets of the sample. [ABSTRACT FROM AUTHOR]

Language maintenance has been an issue debated whenever languages come into contact. This paper presents a detailed discussion of the reasons most often cited as to why languages should be maintained, with a specific focus on Australia because of the country's multilingual makeup. Australia currently has about 150 aboriginal and Torres Strait Islander languages still in use, and more than 100 languages other than English are spoken by its immigrant population. However, these diverse language resources have been allowed to steadily decline. The arguments for the maintenance of Australia's languages are categorized loosely based on Thieberger's (1990) work and each of the arguments is discussed: (a) group intergrity and group membership, (b) identity, (c) cultural heritage, (d) social-humanitarian and economic implication, (e) assimilation, and (0 cognitive development and academic achievement. This paper argues that there are many apparent advantages to maintaining languages. [ABSTRACT FROM AUTHOR]

This paper describes the results of a teacher professional development intervention aimed at enabling teachers to promote science and literacy achievement for culturally and linguistically diverse elementary students. This paper has two objectives: (a) to examine teachers' initial beliefs and practices about teaching English language and literacy in science and (b) to examine the impact of the intervention on teachers' beliefs and practices. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large school district with a highly diverse student population. The results of these first-year professional development efforts, which form part of a 3-year longitudinal design, indicate that at the end of the year, teachers expressed more elaborate and coherent conceptions of literacy in science instruction. In addition, they provided more effective linguistic scaffolding in an effort to enhance students' understanding of science concepts. The results also suggest that teachers require continuing support in the form of professional development activities in order to implement and maintain reform-oriented practices that promote the science and literacy achievement of culturally and linguistically diverse students. [ABSTRACT FROM AUTHOR]

Some 25 U.S. states have implemented or plan to implement a policy requiring that students pass a basic-skills test to graduate from high school. These tests, designed for native English speakers, have doubtful validity and reliability when administered to the English language learner (ELL) population, which is growing every year. Additionally, requiring students to pass an examination in English for high school graduation has two major consequences. To the individual, failure of the test could result in denial of gainful employment. To the larger society, an incidental English-only policy is implemented. This paper reviews some of the validity issues associated with high school exit exams used with ELL students and some of the solutions proposed by researchers and educators. This paper highlights how high-stakes testing has been implemented in four southwestern states with large ELL populations: Arizona, California, New Mexico, and Texas. [ABSTRACT FROM AUTHOR]

This paper is the first of a series of articles reporting the findings of a longitudinal study on the impact of a new language policy about the medium of instruction on science learning of secondary students in Hong Kong. This paper compares the science achievement of Chinese students learning science through a second language, English, with that of students receiving instruction in their mother tongue, Chinese. Based on the scores on a science achievement test made up of multiple-choice and free-response questions, the English-medium students, despite their higher initial ability, were found to perform much more poorly than their Chinese-medium peers. They were particularly weak in problems that assess understanding of abstract concepts, the ability to discriminate between scientific terms, and the ability to apply scientific knowledge in novel or realistic situations. This result implies that the English-medium students were handicapped in science learning by their low levels of English proficiency, and learning English as a subject through the primary years is not sufficient to prepare them for a full English immersion program in secondary school. [ABSTRACT FROM AUTHOR]

This paper explores how "transmodalising pedagogy" contributes to equitable STEM literacy education for emergent bilingual learners (EBLs). Attending to the urgent call for serving linguistically and culturally diverse learners in STEM classrooms and informed by the supporting theories and practices of transmodalising pedagogy, this paper provides a repertoire of "transmodalising" pedagogy to support elementary school EBLs' STEM disciplinary content and literacy learning. Particularly, this paper shares two elementary teachers' lessons in mathematics and science classrooms to showcase how transmodalising disciplinary literacy instruction for young EBLs can afford equitable access to STEM curriculum while engaging EBLs in disciplinary discourse practices.

This paper recounts the journey taken by a young Chinese-Canadian artist and her high school art teacher as they begin to negotiate who they are in a city and a school that has recently seen the arrival of a large number of immigrants from Hong Kong. Analyzing the student's art work as a pedagogical project that not only promotes the positive development of self-identities but that also challenges anti-immigrant ideas that structure relationships both inside and outside the school, I re-tell the story of how a group of students and their teacher use art to work across linguistic differences and resist linguistic discrimination. [ABSTRACT FROM AUTHOR]

Two-way bilingual programs have the potential to promote bilingualism, biliteracy, and pluralism in minority and majority group students who study together in two languages. This paper examines how a focal group of Mexican-background middle school students enrolled in a two-way maintenance bilingual program learned to value English over Spanish at school. Evidence supporting students' choice of English over their native language came from close analysis of interactional patterns with peers and teachers in classes and informal settings and from students' explanations of their lived school experiences in interviews over a three year period during middle school. Elements of the hidden curriculum, instructional practices, and assessment policy served to devalue students' native linguistic cultural capital compelling them to use English in the classroom and within peer culture. [ABSTRACT FROM AUTHOR]

This paper describes a unique interagency effort to prepare Southeast Asian immigrant high school students for success in post-secondary educational pursuits, including both two-year associate degrees from technical institutions and four-year degrees from colleges and universities. The historical perspective on the development of the “English for College Precollegiate Program” is followed by an evaluation of the first year's curriculum. Given that analysis, a second year curriculum, more focused on the cultural storytelling aptitude of the students, was developed. Narrating these culturally familiar stories provided a bridge between the self and the new academic setting. Another key component of the program was the use of peer counselors who, as native speakers of Southeast Asian languages, provided the bilingual support for the high school students. Critical aspects of each year's efforts are noted, and the paper concludes with some thoughts on enhancing a multicultural focus in the program. [ABSTRACT FROM PUBLISHER]

Bilingual education remains a controversial topic of discussion in the United States locally and nationally. Issues of educational benefits need to be kept separate from political issues; both must be informed by understanding of the larger society. In this paper I describe different possible bilingual education models and comment on the educational costs and benefits associated with each. [ABSTRACT FROM PUBLISHER]

The present study was designed to examine the degree to which persuasive responses are present in Hispanic second language writers and to categorize these responses by level of language proficiency and gender. Thirty seven elementary school students were asked to write an essay in response to a standard prompt designed to elicit persuasive writing. Using an adaptation of Weiss & Sachs' (1991) classification system of persuasive responses, originally developed for oral tasks, students written discourse was examined. The findings seem to indicate that students exit ESL classes without having achieved a higher level of expertise in the use of persuasive discourse. In addition, essays written by Hispanic females show a greater degree of elaboration and a clearer attempt to express the writer's point of view than those written by male Hispanic students, regardless of proficiency level. Teachers must incorporate writing beyond the linguistic level of a text to include students' discourse-level competence. [ABSTRACT FROM PUBLISHER]

This paper draws from a broader research project and reports on a qualitative case study that investigated instructional practices in grades 3-5 Two-Way Immersion (TWI) classrooms where the partner language is Spanish. Using Culturally Relevant Pedagogy (CRP) as the theoretical framework, the purpose of this study was to examine the degree to which CRP is utilized by TWI teachers. Semi-structured interviews, class observations, and documents such as lesson plans were used as primary sources and collected from nine teacher participants. Findings show that building a culture of academic success was prevalent across all classrooms. While there were some evidence of instructional strategies promoting cultural competence, culturally relevant literature and topics were limited. Across all classrooms, a focus on socio-political awareness was absent. After providing insight on how classroom instruction engaged components of CRP, this paper addresses implications for TWI programs and action steps to ensure all tenets of CRP are utilized.

In this paper, we look at pedagogies of care articulated by Latina high school teachers who teach Latinx multilingual students in a variety of content areas, including Latinx studies. We draw on raciolinguistics to understand how the teachers in this study practice "critical linguistic cariño," a radical form of care that considers how linguistic practices of Latinx students are racialized within the U.S. and beyond. The findings demonstrate how critical linguistic cariño is a pedagogical orientation that moves beyond simply caring for multilingual students. Instead, it is praxis that recognizes the sociopolitical contexts of language as central to care. As the teachers in this study have highlighted, to care for Latinx students is to love and actively create spaces for their full cultural and linguistic identities as they exist within these contexts.

This linguistic anthropological case study demonstrates the ways in which a heterogeneous lab group of adolescents in a ninth-grade physics classroom constructed raciolinguistic ideologies that intersected with their locally constructed notions of science expertise. Using ethnography and discourse analysis this study unpacks how students in one lab group, guided by their teacher's instruction, constructed a model of personhood for science expertise that largely excluded female and Latinx students. Mock Spanish emerged as a central practice through which this marginalization was achieved. Implications for promoting equity for multilingual youth in heterogeneous classrooms are discussed. [ABSTRACT FROM AUTHOR]

This position paper observes the impact of Proposition 227, California's "English for the Children" initiative, on the professional development of teachers of English Learners. It draws on information I obtained while working as an evaluator of the California Teacher Institutes (CTIs), a network of institutes aimed to enhance teacher effectiveness in working with linguistically-diverse students. I use the lens of educational anthropology, specifically the idea of cultural dialogue, to frame my interest in the ideological construction of literacy and the production of teacher knowledge in these institutes. I leverage the attention given to academic language in the CTIs as an example of the ideology attendant to literacy discourse in post-227 California, arguing that the seemingly non-controversial themes of needs, access, and language served to normalize the state's assimilationist approach to language policy, planning, and teacher preparation. My hope is that making visible the hidden curriculum of this professional development effort in California will encourage teachers and teacher educators to examine institutionalized literacy beliefs and practices at their own sites and to become teacher thinkers and challengers who actively encounter, question, and reconstruct the cultural dialogue of English Learner literacy. [ABSTRACT FROM AUTHOR]

While the benefits of bilingualism have been widely acknowledged, parents face many hurdles raising children bilingually. Factors such as consistency in language use, family, school, and social support networks, issues of ethnic and social identity, and the prestige value of language have contributed to successful bilingualism. This paper presents a case study exploring the maintenance of German in an English-dominant environment, the strategies the mother employed in fostering German, and how her strategies influenced the children's perceptions of German. The findings offer insights into nurturing bilingualism, particularly when community and school do not support the heritage language. [ABSTRACT FROM AUTHOR]

This paper presents findings from a qualitative study that investigated home-school communication practices from two school districts in north Florida. Specifically, this study focuses on communication between education professionals and Spanish-speaking parents who were immigrant and migrant farniworkers. In this paper we use the term (im)migrant when referring to families that are both migrant and immigrant to represent the unique characteristics of the group. While prior research has examined communication practices for culturally and linguistically diverse populations, scant research has explored the context with (im)migrant families. Through field notes, home observations, and semistructured interviews, data were collected from parents, school personnel (including teachers, aides, and ESOL district coordinators), and staff from the area Migrant Education Program (MEP). Findings reveal two major themes: differing ideologies of communication, and confounding roles and responsibilities among study participants regarding communication processes and practices. The study found that families that are (im)migrant have unique needs that require nontraditional outreach efforts and communication practices. We discuss implications for education professionals working with this population. [ABSTRACT FROM AUTHOR]

This qualitative case study examines the literacy practices of an emerging bilingual child in a preschool classroom comprised mostly of recent Mexican immigrant students. It describes how political pressures after the passage of Proposition 203 in Arizona alter the language of instruction in the classroom, even when pre-schools do not have to conform to this mandate. Data collection included video and audio recordings of students' literacy practices during one school year, field notes, students' work samples, and interviews with students, teachers, and parents. Findings reveal that despite school-sanctioned English literacy practices, emerging bilingual children find ways to draw on hybrid practices and multiple literacies across two languages in student-centered social spaces. The paper concludes with the implications of the study on the education of young immigrant children. [ABSTRACT FROM AUTHOR]

This paper reports on a qualitative study that examined English as a second language (ESL) teachers' perceptions of classroom-based reading assessments. ESL teachers' use of classroom-based reading assessments, their understanding about the function and effectiveness of this assessment method, and the factors influencing this assessment process are presented. Six middle school and 7 elementary school ESL teachers participated in this study. Data consisted of interviews with ESL teachers, classroom observations, and assessment materials teachers used in the classrooms. Constant comparative method was used for data analysis. Findings of this study include that ESL teachers highly value classroom-based reading assessments, considered them accurate and valuable and thought these assessments could provide great help to the daily teaching of reading. Teachers viewed state-mandated standardized testing negatively and of little value for English language learners. Student characteristics, statewide mandated tests, and district policies were three major forces influencing and controlling the kind of reading assessment used by teachers. The teachers' perceptions, beliefs, and uses of assessment have implications for teacher education programs and policymakers. [ABSTRACT FROM PUBLISHER]

This paper presents the voices of 16 Latino immigrant parents whose children were upper elementary students in a bilingual education class in the southwestern United States. In interviews that focused on their children's language learning and usage, the parents spoke of a commitment to a better life for their children. All believed that English proficiency and bilingualism were keys to social and economic advancement and that speaking Spanish represented an essential tie to familial and cultural roots, and all demonstrated awareness and involvement in their children's education and language use. Many parents had begun to notice subtle signs of Spanish erosion and resistance, despite the fact that Spanish was the home language of all. To counteract the social and political forces drawing their children away from bilingualism, the parents were using a variety of strategies although most of them worked long hours simply to survive, and thus, had little free time. This study urges that educators take the time to listen and learn how parents are able and willing to assist their children. [ABSTRACT FROM PUBLISHER]

Within the language socialization framework, the second language (L2) classroom would constitute a powerful context of secondary socialization, particularly when it exists outside the learners' culture of origin. In this paper, first year Korean-as-a-Foreign-Language (KFL) classrooms are viewed as L2 socializing environments in which students are not only learning the target language, but are also being socialized into particular Korean sociocultural interactive norms. The study analyzes teacher–student interaction in two American college-level KFL classes in light of language socialization perspectives. The analysis illustrates that teacher–student interactions are consistent with hierarchism (Byon, 2004; Sohn, 1986), which is one of the major cognitive value orientations of Korean culture. The result contrasts with English-as-a-Second-Language settings (Poole, 1992) in which English teachers try to minimize the status differences between themselves and students. [ABSTRACT FROM PUBLISHER]

This paper examines teachers' attitudes towards their students' heritage language maintenance and their engagement in classroom practices that may or may not affirm the value of maintaining and developing heritage languages among students. Through surveys and interviews with K–12 teachers in California public schools, the data show that the nature of teacher training and personal experience with languages other than English significantly affect teacher attitudes toward heritage language maintenance and bilingualism. Teachers who did not receive training as language educators expressed negative or indifferent attitudes toward heritage language maintenance and did not see a role for themselves and schools in heritage language maintenance efforts. This study highlights the need for all educators to better understand the critical role and functions of heritage languages in the personal, academic, and social trajectories of linguistic minority students. [ABSTRACT FROM PUBLISHER]

This paper investigates how bilingualism is understood and practiced by adults and students in a dual-language elementary school. In this dual-language program, native English speakers and native Spanish speakers receive language and content instruction in both languages in linguistically integrated settings. I examine the participants' use of “tactics of intersubjectivity” to understand how children use their two languages to ally themselves with and distance themselves from particular people, groups, and linguistic varieties. I ultimately argue that, while the program model is fundamentally based on the idea of the separation of languages and “parallel monolingualism”, it does offer students opportunities to explore linguistic forms and their attendant social meanings. [ABSTRACT FROM PUBLISHER]

This paper reports on a 2-year-long research conducted under a qualitative research design. The study investigated the effectiveness of an immersion course that followed a realistic approach on preservice teachers' deconstruction of negative and preconceived notions held about culturally and linguistically diverse students. Specifically, the study involved White female preservice teachers shadowing culturally and linguistically diverse students for a semester and reflecting on the experience. The study provides persuasive accounts by the participant preservice teachers on the positive effects the course's approach had on both their multicultural perceptions and their ability to connect theory with practice. [ABSTRACT FROM AUTHOR]

The United States has seen a tremendous growth in dual-language programs over the last decade. This rapid growth brings up questions about the congruency between labels and implementation. Our experiences observing some of the programs and listening to teachers talk about the programs in New York City led us to propose that many of the self-designated dual-language programs stray from even the minimal guidelines for such programs. Our study investigated this, and within this paper we will juxtapose those programs that are congruent with the minimal standards with those that are less faithful to the model in order to gain a better understanding of how schools and districts can work to create dual-language programs that foster an authentic transformation of the instructional environment. [ABSTRACT FROM AUTHOR]

This paper is a case study in the form of a teacher's personal diary of experiences during a semester teaching a class of academically at-risk high school students. It focuses on the interactions among the teacher, the class, and Roberto, a student with negligible English skills. Because of his lack of proficiency in English, discovered later, Roberto began the semester withdrawn and unengaged. As the weeks passed, Roberto started to emerge and finally became an engaged member of the class. The experiences relate to linguistic, social, pedagogical, and personal phenomena inside the classroom. These factors provided an environment conducive to Roberto's emergence from isolation. [ABSTRACT FROM AUTHOR]

This paper describes the development of Spanish-language proficiency in bilingual preservice teachers at a university on the Texas-Mexico border. A survey with open-ended questions was administered to preservice teachers in bilingual and English as a Second Language certification programs. The purpose of this study was to investigate the paths that heritage Spanish-speaking preservice teachers take to become bilingual in a border community university. The analysis of their responses suggests that they are individuals negotiating their identities between language communities. The influences of community, family, and school on theft Spanish-language development are presented. In addition, implications for improving Spanish-language proficiency for bilingual teachers are discussed. [ABSTRACT FROM AUTHOR]

This paper examines the choices parents have made regarding language of instruction in their children's classrooms, particularly in California after the implementation of Proposition 227. The data for this study are drawn from a 2-year ethnography of eight Latino families from an urban immigrant Latino community. The parents in the study held a high value for bilingual education, particularly in the elementary grades. However, parents' choice for language of instruction was not always a choice but rather determined by lack of access to information and school-community power relations. [ABSTRACT FROM AUTHOR]

This research focuses on eliciting bilingual students' problem-solving reasoning by providing mathematical tasks designed to involve the students in the action described in the problem by making connections to contexts familiar to them. Results showed these tasks allowed children to articulate their mathematical reasoning through gestures and speech. Two questions guided this investigation: (a) How do second-grade bilingual students communicate their mathematical reasoning? and (b) What is the role of the mathematical tasks in eliciting this mathematical reasoning? Analysis of seven second-grade Spanish-English bilingual students solving addition and subtraction problems showed that students simultaneously used words and gestures to communicate their mathematical reasoning to others and to regulate their own cognitive activity. In general, the students demonstrated that their developing bilingual proficiency did not constitute an impediment for guiding mathematical tasks to resolution; rather, students imparted mathematical meaning to each task by mutually supporting their verbal and nonverbal behaviors. The paper discusses how researchers and teachers can benefit froth parallel attention to bilingual students' verbal and nonverbal communication. Both processes invite reflection on what it means to know and learn mathematics bilingually in early grades. [ABSTRACT FROM AUTHOR]

This paper provides effective strategies for early childhood teachers to use with children who are English language learners (ELLs). The strategies were compiled from interviews with 20 early childhood educators from two culturally and linguistically diverse communities in Massachusetts. Emphasis was placed on the strategies that the greatest number of teachers from both school districts identified as effective. These teaching strategies seek to help ELL students make connections between content and language, and support their communication and social interactions. [ABSTRACT FROM AUTHOR]

This paper looks at the Chinese heritage language schools in metropolitan Phoenix area and examines what role parents of the students play in the schools. Based on semi-structured interviews, class observations and publication from the local Chinese schools, this study shows that although Chinese schools have benefited from the support of parents in many ways, the excessive dependence on them has contributed to some problems in Chinese schools, including low quality of teaching and inadequately prepared teachers. Recommendations are made to improve the situation by exploring the potential resources unavailable among parents. More connections need to be built with Chinese international students, scholars and faculty in education or Chinese program at local universities. [ABSTRACT FROM AUTHOR]