Bilingual Research Journal最新文献

{"title":"Science in the city: Culturally relevant STEM education, by Bryan A. Brown","authors":"Karina Méndez Pérez","doi":"10.1080/15235882.2021.1970656","DOIUrl":"https://doi.org/10.1080/15235882.2021.1970656","url":null,"abstract":"In the United States, historical oppression has shaped the educational view of success, the inclusion (or exclusion) of certain populations of students, and current inequitable conditions. In particular, contemporary science education has suffered from a history of linguistic prejudice and cultural assimilation which has greatly impacted African American and Latinx students’ experiences in science. The cultural and linguistic practices of these particular student groups are often seen as incompatible with practices commonly used by scientists. To engage in science learning in K-12 schools, African American and Latinx students must learn and emulate the language practices (i.e., scientific ways of knowing and communicating) privileged in science education. In Science in the City: Culturally Relevant STEM Education, Bryan A. Brown explores the role that language, race, and culture plays in how African American and Latinx students learn science and develop their disciplinary identity in the United States. Brown, an associate professor of science education at Stanford University, focuses his research on exploring the relationship between student identity, science discourse, culture, and student achievement in science education. In this book, he highlights how students use language practices that reflect their everyday lives and cultures to communicate their understanding of scientific phenomena. Yet, Brown presents in this book how these practices are often not leveraged by educators when teaching discipline-specific concepts. Brown defines everyday language as the use of words and phrases that are not rooted in a specialized activity (e.g., football, knitting, toy rocket building) or scientific language (e.g., chromosomes, citric acid cycle, photosynthesis) but rather words that are accessible to the public. In contrast, academic language is associated with dominant and privileged language practices (i.e., white, middle class, cisgender, English speaking) that inherently position other language practices (e.g., African American Vernacular and Spanglish) as non-academic. In the context of science education, scientific language, a form of academic language, is portrayed as an impersonal and technical form of communication used by scientists that students learn to use in the classroom. Like academic language, scientific language privileges white norms of discourse such as objective observations, taxonomic thinking, and strict turn-talking. Brown posits that the use of everyday language and personal experiences are ways for African American and Latinx students to meaningfully engage and develop their identity as doers of science. He also illustrates the influence that language practices have on how teachers view or position their students. This positioning can impose either a deficit or assetorientation that shapes how students view themselves in the science classroom. Overall, this book adds to the literature base around the intrinsic relationships bet","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"401 - 404"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48984165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining multidirectional flows of language and knowledge for equitable access to STEM and biliteracy education","authors":"María E. Fránquiz, Alba A. Ortiz, G. Lara","doi":"10.1080/15235882.2021.2020024","DOIUrl":"https://doi.org/10.1080/15235882.2021.2020024","url":null,"abstract":"Long ago, François Gouin chronicled his journey abroad to Germany and his attempt to learn a new language by memorizing an entire dictionary. He self-imposed a “quarantine and prohibited every walk and every dialogue which was not an absolute necessity” (1892, p. 29). Coming out of his isolation, he felt ready to interact with the folks in his new environment and learn at a university. Alas, he found that he could not form intelligible sentences and so was unable to interact with locals or understand the lectures he had deprived himself of all month long. With each failed attempt, he returned to his room to memorize more reference tools. At one time he became temporarily blind yet, he returned to his process. Finally, he gave up. Returning home after an absence of nearly a year, he found that his nephew of three years was now speaking with a very well-developed vocabulary. Intrigued by the magical process of language acquisition, he set out to observe his nephew’s language skills. He noticed how his nephew learned by engaging in multimodal activities, pausing to ask questions, and revoicing what the adults had explained. His nephew’s world of interacting with new content knowledge and language was a stark contrast to his dependency on memorization. Gouin realized the importance of observing, practicing, and learning language in a meaningful context. Similarly, Emergent Bilinguals are poised to acquire both content and language when the classroom is set up to build on the foundation learners already bring to the classroom and provides socioculturally rich, context-embedded opportunities to continue to develop their native language skills and to acquire new content. Surely, Gouin had a wealth of knowledge that he could have used to make connections in his new environment. Today, bilingual education classes provide children with opportunities to experience language across the content areas like mathematics, science, social studies, music, and art to name a few. Learning is dynamic, a stark contrast to learning in isolation and through memorization.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"275 - 280"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41836484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the power of Latinx families to support the academic and personal development of their children","authors":"Liliana Grosso Richins, Holly Hansen-Thomas, Victor Lozada, Suzan South, Mary Amanda Stewart","doi":"10.1080/15235882.2021.1998806","DOIUrl":"https://doi.org/10.1080/15235882.2021.1998806","url":null,"abstract":"ABSTRACT This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children’s education, and how teachers activate families’ capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by communicating high expectations to their children; social capital by building relationships with teachers; and resistant capital by prioritizing their children’s heritage language. The five participating teachers activate families’ cultural wealth by knowing their background; communicating high expectations; sanctioning culturally sustaining spaces; modeling strategies for at-home support; and creating a safe school environment.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"381 - 400"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44327037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translanguaging to support emergent bilingual students in English dominant preschools: An explanatory sequential mixed-method study","authors":"J. McClain, Jeannette Mancilla‐Martinez, Israel Flores, Laura Buckley","doi":"10.1080/15235882.2021.1963014","DOIUrl":"https://doi.org/10.1080/15235882.2021.1963014","url":null,"abstract":"ABSTRACT Emergent bilinguals (EB) from Spanish-speaking homes are an already large and rapidly growing population in the U.S., yet limited research examines their language environments, particularly in the English dominant contexts where most attend school. This explanatory sequential mixed-methods study first quantitatively examines adults’ use of Spanish and use of questions in audio recordings captured by microphones worn by EBs (N = 12) in English dominant preschools. Because a correlation between use of Spanish and use of open-ended questions was found, the authors engaged in further qualitative analysis of Spanish utilization to gain insight into the nature of the relationship. Qualitative analysis suggests that teachers’ use of translanguaging enabled EBs to participate more fully in English dominant classrooms.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"158 - 173"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43568035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading identities as a developmental process: changes in Chinese-English learners from prekindergarten to kindergarten","authors":"Christopher J. Wagner","doi":"10.1080/15235882.2021.1942324","DOIUrl":"https://doi.org/10.1080/15235882.2021.1942324","url":null,"abstract":"ABSTRACT Reading identities are the ways that a person constructs the self as a reader across contexts and time. This study explores reading identities as a developmental process in multilingual children in prekindergarten and kindergarten. Participants were six children ages three to four participating in a Chinese-English family literacy program over a two year period. Children’s reading identities were examined across years and across children to describe areas of development in how children expressed reading identities. Findings describe areas of growth and stability in the reading development of young children that includes their first years of formal schooling.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"174 - 188"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15235882.2021.1942324","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47075679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Two schools within a school”: Elitism, divisiveness, and intra-racial gentrification in a dual language strand","authors":"Juan A. Freire, Enrique Alemán","doi":"10.1080/15235882.2021.1942325","DOIUrl":"https://doi.org/10.1080/15235882.2021.1942325","url":null,"abstract":"ABSTRACT With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers, this study analyzes teachers’ perceptions and discourses regarding tensions related to the Spanish-English two-way bilingual education program at their urban elementary school. Findings from a thematic analysis approach pointed to teachers’ discourses of elitism and divisiveness in relation to the DLBE strand based on racial tensions and school inequities, including what we call intra-racial DLBE gentrification. These findings are based on how educators experienced tensions regarding this bilingual program related to (a) the composition of the student body in terms of perceived quality and quantity, (b) cognitive and academic benefits, (c) resources provided by a university partnership, and (d) parental involvement. Implications for administrators and teacher preparation programs toward equity and school integration with DLBE strands are discussed.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"249 - 269"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15235882.2021.1942325","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49150741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The science of teaching reading and English learners: Understanding the issues and advocating for equity","authors":"Alba A. Ortiz, María E. Fránquiz, G. Lara","doi":"10.1080/15235882.2021.1976584","DOIUrl":"https://doi.org/10.1080/15235882.2021.1976584","url":null,"abstract":"Schools in the U.S. have yet to achieve the goal that every student read at grade level or above by the end of grade 3, a goal first articulated twenty years ago in the No Child Left Behind Act of 2001. In 2019, a third of fourth graders who took the National Assessment of Educational Progress (NAEP) scored below the basic proficiency level in reading; only 35% read at the proficient level (U.S. Department of Education, 2020). Of emergent bilinguals who took the 2017 NAEP assessment, 68% of both 4 and 8 graders scored below the basic reading proficiency level, compared to 29% of their 4 and 22% of their 8 grade native English speaking peers (U. S Department of Education, 2018). NAEP results are conducted in English, a language ELs have not yet mastered, so results are likely an underestimate of their actual reading abilities. Nonetheless, the data are concerning because they are essentially the same as the results reported for the 2007 NAEP assessment when 70% of emergent bilinguals performed at or below basic proficiency. Limited progress has been made in closing achievement gaps between ELs taught to read in English and their native English speaking peers. Every few years, concerns about the low reading performance of students in the U.S. give rise to what are popularly referred to as “reading wars.” A battle is currently underway in response to the growing number of states that have passed legislation requiring that teachers demonstrate proficiency in implementing the Science of Teaching Reading (SOTR). Most SOTR laws mandate teaching the “big five” elements of reading–phonemic awareness, phonics, fluency, vocabulary, and comprehension. However, at the center of the debate is that policy and law emphasize phonics as the most important element of early reading instruction, raising concern that other essential elements of reading instruction will be minimized. State education agencies (SEAs) are developing compliance documents to guide implementation of SOTR principles as delineated in their respective legislation. Some guidance documents require that SOTR principles be used with all students, based on the assumption that the principles can be applied the same way whether students are native English speakers or emergent bilinguals who are learning to read in a language other than English or in English as a second language. Other documents focus on instruction for native English speakers, but “infuse” content related to emergent bilinguals. Few specifically address how to teach reading to emergent bilinguals in the native language, when and how to introduce English reading, or how to teach reading using English as a Second Language/ English Language Development (ESL/ ELD) approaches.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"153 - 157"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42996595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bilingual education and minority language maintenance in China: the role of schools in saving the Yi language, edited by L. Zhang and L. Tsung","authors":"Muhammad Younas, Xue Qingyu","doi":"10.1080/15235882.2021.1958395","DOIUrl":"https://doi.org/10.1080/15235882.2021.1958395","url":null,"abstract":"","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"270 - 273"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41415793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The biliterate writing development of bilingual first graders","authors":"Adriana Álvarez, Sandra A. Butvilofsky","doi":"10.1080/15235882.2021.1950075","DOIUrl":"https://doi.org/10.1080/15235882.2021.1950075","url":null,"abstract":"ABSTRACT This study examined the biliterate writing abilities and development of 25 Spanish-English Latinx children over the course of their first-grade year. As part of their regular classroom instruction, each student created 16 writing compositions over the year, once a month, eight entries each in Spanish and English. Using embedded mixed methods and a holistic view of bilingualism, nearly 400 writing samples were analyzed for various aspects of writing development: ideas expressed, spelling, punctuation use, and grammar, as well as cross-language transfers. Through this analysis, the authors documented the children’s biliterate writing growth across time, although growth was not always linear across languages or in all writing abilities. In the beginning of the year, children demonstrated greater abilities in Spanish than English, but as the year progressed, abilities across languages were comparable. This work is significant to the field of bilingual and biliteracy instruction as understandings of biliterate writing development and practices to develop biliteracy are needed.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"189 - 212"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15235882.2021.1950075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42153214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Linguistic artistry and flexibility in dual-language bilingual classrooms: young Black children’s language and literacy practices","authors":"Brittany L. Frieson, Makenzi Scalise","doi":"10.1080/15235882.2021.1942323","DOIUrl":"https://doi.org/10.1080/15235882.2021.1942323","url":null,"abstract":"ABSTRACT Drawing on translanguaging and raciolinguistics frameworks in an ethnographic case study, this article contextualizes how young Black American children engage in rich literacy practices to validate their cultural and linguistic identities in an elementary, two-way immersion bilingual program. Findings demonstrated that despite teachers’ perceived flexible linguistic spaces, Black American students mediated their verbal dexterities while resisting hegemonic whiteness norms in bilingual programs to create space for linguistic flexibility. The authors share implications for bilingual teachers who teach African American children and call for bilingual educators to reimagine a transformative space that moves from translanguaging policies to explicitly valuing the unique linguistic repertoires of Black children.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"213 - 230"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43139737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}