支持多语言学生从政策到实践：创造公平职业和技术教育的系统举措

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Multilingual Research Journal Pub Date : 2022-06-29 DOI:10.1080/19313152.2022.2080900

Mark R. Emerick

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引用次数: 1

摘要

摘要本文关注的是在职业和技术教育（CTE）项目中为多语言学生提供支持系统的必要性。缺乏对多语言学生获得、参与和取得CTE成果的研究，也缺乏对CTE教师准备中语言问题的关注，这使得CTE教育工作者和管理人员几乎没有基础来想象有意义的、基于研究的举措来支持多语言学生。在本文中，我描述了一个大型地区CTE中心正在进行的以公平为重点的PD倡议，该倡议旨在解决多语种学生的需求，并促进CTE项目的公平。该计划为教师和管理人员提供了职业发展机会，以确保在系统层面上追求公平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Supporting multilingual students from policy to practice: Systemic initiatives to create equitable career and technical education

ABSTRACT This paper focuses on the need to provide systems of support for multilingual students in career and technical education (CTE) programs. The paucity of research on multilingual students’ access to, participation in, and outcomes from CTE and lack of attention to issues of language in CTE teacher preparation has left CTE educators and administrators with little basis for imagining meaningful, research-based initiatives to support multilingual students. In this paper, I describe an ongoing equity-focused PD initiative undertaken by a large regional CTE center to address the needs of multilingal students and advance equity in CTE programs. The program foregrounded professional development opportunities for teachers and administrators to ensure that equity is pursued on a systemic level.

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来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.