NABE Journal of Research and Practice最新文献

{"title":"Análisis del discurso en el aula AICLE: Estrategias lingüísticas y pedagógicas empleadas","authors":"Miriam Pastor Morate","doi":"10.1080/26390043.2024.2346081","DOIUrl":"https://doi.org/10.1080/26390043.2024.2346081","url":null,"abstract":"","PeriodicalId":471502,"journal":{"name":"NABE Journal of Research and Practice","volume":"115 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683584","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":"Spanglish: From\u0000 olla podrida\u0000 to tasty menudo y más","authors":"Christian Faltis","doi":"10.1080/26390043.2024.2370561","DOIUrl":"https://doi.org/10.1080/26390043.2024.2370561","url":null,"abstract":"","PeriodicalId":471502,"journal":{"name":"NABE Journal of Research and Practice","volume":"8 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141849511","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":"Enseñar inglés a estudiantes con TEL (Trastorno Específico del Lenguaje)","authors":"María Del Rocío Galindo-Porfirio, Ana M. Pérez-Cabello, Francisco Jesús Oliva-Pérez","doi":"10.1080/26390043.2024.2346087","DOIUrl":"https://doi.org/10.1080/26390043.2024.2346087","url":null,"abstract":"","PeriodicalId":471502,"journal":{"name":"NABE Journal of Research and Practice","volume":"32 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141715889","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":"Animated television series as a didactic tool for EFL acquisition in early childhood education: An analysis of the features of Peppa Pig by student teachers","authors":"J. L. Estrada-Chichón","doi":"10.1080/26390043.2023.2248690","DOIUrl":"https://doi.org/10.1080/26390043.2023.2248690","url":null,"abstract":"","PeriodicalId":471502,"journal":{"name":"NABE Journal of Research and Practice","volume":"23 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141715716","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":"Why bother translanguaging? Translanguaging pedagogies for equity in elementary and middle school classrooms","authors":"Mihaela Gazioglu, Mikel W. Cole","doi":"10.1080/26390043.2024.2305958","DOIUrl":"https://doi.org/10.1080/26390043.2024.2305958","url":null,"abstract":"","PeriodicalId":471502,"journal":{"name":"NABE Journal of Research and Practice","volume":"192 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485899","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":"Adherence to language of instruction in Spanish-English dual language early elementary classrooms","authors":"D. LaForett, Ximena Franco-Jenkins, A. Winsler, M. T. Eron, Kaitlyn Mumma, My V. H. Nguyen","doi":"10.1080/26390043.2023.2280612","DOIUrl":"https://doi.org/10.1080/26390043.2023.2280612","url":null,"abstract":"","PeriodicalId":471502,"journal":{"name":"NABE Journal of Research and Practice","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627124","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":"Latine preschool and elementary teachers’ knowledge and practice in the use of technology: A study in the Southern border of the United States","authors":"Nydia Prishker, Dina C. Castro, L. Eutsler","doi":"10.1080/26390043.2023.2280627","DOIUrl":"https://doi.org/10.1080/26390043.2023.2280627","url":null,"abstract":"","PeriodicalId":471502,"journal":{"name":"NABE Journal of Research and Practice","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139626723","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":"Beneficios comunicativos, sociales y culturales de una inmersión lingüística en el extranjero","authors":"David Ruiz-Hidalgo","doi":"10.1080/26390043.2023.2277471","DOIUrl":"https://doi.org/10.1080/26390043.2023.2277471","url":null,"abstract":"RESUMENHace ya varias décadas en las que una educación internacional bilingüe se instauró en muchos países. En España, comenzó en el año 1996, cuando el Ministerio de Educación, Cultura y Deporte firmó un convenio con el British Council. Años después, llegaron las secciones bilingües a las diferentes comunidades autónomas, potenciando el Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE). Siguiendo las directrices de la Comisión Europea, se estableció como objetivo prioritario la adquisición de un cierto nivel de competencia lingüística en, al menos, tres lenguas europeas (la materna y otras dos). Surge la enseñanza de contenidos a través de lenguas extranjeras para alcanzar este objetivo plurilingüe, por lo que los centros escolares comienzan a implantar los programas bilingües y a potenciar el aprendizaje de idiomas con planes de mejora en lengua extranjera y con propuestas innovadoras como inmersiones lingüísticas de corta duración en países anglófonos. El presente artículo analiza los beneficios comunicativos, sociales y culturales adquiridos por dos grupos de estudiantes: un grupo de 6° de Educación Primaria y otro de Educación Secundaria, que han participado en una semana de inmersión lingüística en Inglaterra. Se revisa y describe el estado de la cuestión, aplicando una metodología de investigación mixta descriptiva, obteniendo resultados que confirman las potencialidades de las inmersiones lingüísticas en el extranjero, tanto en el aprendizaje de la lengua inglesa como en la motivación e interés de los estudiantes por el idioma y la cultura.ABSTRACTInternational bilingual education has been established in many countries. In 1996 an agreement was signed between the British Council and the Spanish Ministry of Education, Culture and Sport. A few years later, bilingual programs were developed in different regions in Spain, promoting Content and Language Integrated Learning (CLIL). Following the European Commission´s guidelines, the acquisition of a proficiency level of linguistic competence in at least three European languages (the mother tongue and two foreign languages) was established as a priority aim. In order to achieve this plurilingual objective, the teaching of content through foreign languages arose. Elementary and Secondary schools began to implement bilingual projects and to promote language learning through foreign language improvement plans and innovative proposals such as short-term linguistic immersions in English-speaking countries. This article analyses the communicative, social and cultural benefits acquired by two groups of students who have participated in an immersion week in England. The state of the art is reviewed and described, applying a descriptive mixed research methodology, obtaining results that confirm the potential of linguistic immersions abroad, both in the learning of English and in the motivation and interest of students in foreign language and culture. AgradecimientosA la “Asociación Enseñanza","PeriodicalId":471502,"journal":{"name":"NABE Journal of Research and Practice","volume":"10 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991159","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":"<i>“Many of our families have moved because they are afraid</i> ”: A critical bifocal analysis of the creation of a dual language immersion program","authors":"Giselle Martinez Negrette, Maria Elena Garcia-Peterman","doi":"10.1080/26390043.2023.2266450","DOIUrl":"https://doi.org/10.1080/26390043.2023.2266450","url":null,"abstract":"ABSTRACTThis paper examines national, state, and local factors impacting the creation of a new dual language immersion program (DLI) program in a Midwestern school district, a relatively understudied regional context. Using a critical bifocal lens and an ethnographic case study methodology, we examined two main questions: first, why was the DLI program created in the focal school district? And second, what were the most salient factors that impacted the creation and implementation of the DLI program? The findings show the significance of analyzing the role of dissimilar social factors in the context of historical and contemporary local and national circumstances when implementing educational options like DLI programs. The evidence provided by this study helps to problematize unidimensional explanations regarding equity and the role of various social actors in the decision making process in school communities. This study highlights the importance of considering local issues from more comprehensive perspectives in bi/multilingual, multiracial, and multiethnic learning contexts. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The term Latin@ is used here to move beyond gender binaries.2. All names of places and people used in this study are pseudonyms to protect the confidentiality of the participants.3. All data presented have been taken from various demographic websites. Every time we have included the reported statistics, we use their chosen terms.4. https://www.census.gov/newsroom/press-releases/2019/income-poverty.html.5. Demographic websites and the Department of Public Instruction (DPI) in the state use the term Hispanic to denote individuals of Latin American ancestry who have a connection to the Spanish language or speak Spanish at home. We have chosen to use the term Latin@ in this study to focus on the Latin American heritage of the participants rather than named languages (Pennycook, Citation2010). However, every time we have included statistics from demographic websites or the DPI, we use their chosen terms.6. Data collected from the State System for Education and the District website.7. In 2016, the United States experienced one of the most controversial and conflicting presidential elections of modern times. The aggressive political campaign of the then presidential candidate Donald Trump culminated with his election as President in November 2016; the DLI program opened in 2017. This political event, along with some legislative occurrences that were taking place in the state of Wisconsin in 2016, created a sense of fear and mistrust within the local community (for more on this see the findings section).8. https://nces.ed.gov/programs/coe/indicator_cce.asp.9. State websites identify individuals who cannot speak, read, write, or understand the English language at a level that permits them to interact effectively, as persons with limited English proficiency. Even though we do not use this term ","PeriodicalId":471502,"journal":{"name":"NABE Journal of Research and Practice","volume":"30 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589558","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}