Case Story

Maslin‐Ostrowski, Patricia; Ackerman, Richard

doi:10.4135/9781412939584.n67

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Second, participants in the story circles readily had stories to tell and, in a remarkably short time, were able to frame a story to be audio recorded. Consistent with prior scholarship (Baldwin, 2005;Maslin-Ostrowski & Ackerman, 2004;Tyler, 2013), the storytelling and listening experience was an occasion for reflection and shared meaning making. Currently, the stories represent a treasure trove of postcolonial learning and education themes (listen to select stories at http://www.bermu damatters.org/).…”

Section: Project Results: Slowly Changing the Conversation Through Storysupporting

confidence: 57%

An Innovative International Community Engagement Approach

Maslin-Ostrowski

Drago‐Severson

Ferguson

et al. 2017

Journal of Transformative Education

View full text Add to dashboard Cite

The purpose of this article is to describe the successes and challenges of an innovative community engagement initiative in Bermuda, Education for All, in order to enlarge our understanding of how a community uses storytelling as a catalyst for transformative learning. Sponsored by the Coalition for Community Activism, community members and nonprofit groups united to facilitate an islandwide conversation about the student experience. They aspired to transform how people think about what constitutes an appropriate education and, ultimately, reframe the Bermuda conversation of schooling. We trace the evolution of the project attending to how adults came together around a shared purpose and vision for improving education. In so doing, we illuminate the complexities of using story as a catalyst for transformative learning. We provide a story circle protocol developed to gather stories of public school alumni. This story project for social change has implications for community leaders globally.

show abstract

Section: Project Results: Slowly Changing the Conversation Through Storysupporting

confidence: 57%

An Innovative International Community Engagement Approach

Maslin-Ostrowski

Drago‐Severson

Ferguson

et al. 2017

Journal of Transformative Education

View full text Add to dashboard Cite

show abstract

“…In this article we present two case stories (Jenlink and Kinnucan-Welsch 2001;Maslin-Ostrowski and Ackerman 2006) illustrating how translanguaging strategies can act as scaffolds for EMLLs' emotional well-being. Grounding our analysis in notions of language learning anxiety (Horwitz, Horwitz, and Cope 1986), translanguaging (García and Wei 2014), and emotional scaffolding (Park 2014), we show how the use of translanguaging strategies with two elementary-aged students and two multilingual volunteers played a key role in reducing anxiety and behavioral issues, in addition to improving acquisition of content.…”

Section: Introductionmentioning

confidence: 99%

Emotional scaffolding for emergent multilingual learners through translanguaging: case stories

Back

Han

Weng³

2020

Language and Education

View full text Add to dashboard Cite

Despite a large body of literature on foreign language learning anxiety and emerging research on translanguaging, research on the role of translanguaging on the socioemotional experiences of emergent multilingual learners (EMLLs) is minimal at best. Yet the persistent academic and emotional difficulties of EMLLs in K-12 US schools urge a closer look at how translanguaging strategies can help navigate these difficulties. In this article we present two case stories illustrating how translanguaging strategies can act as scaffolds for EMLLs' emotional well-being. Grounding our analysis in notions of language learning anxiety, translanguaging, and emotional scaffolding, we report on research conducted in two rural elementary schools. We show how the use of translanguaging strategies with two elementary-age students and two multilingual volunteers played a key role in reducing anxiety and related behavioral issues, in addition to improving acquisition of academic content. We discuss implications for multilingual school districts and how they can harness these practices to benefit all students, including monolinguals.

show abstract

Case Story

Cited by 2 publications

References 0 publications

An Innovative International Community Engagement Approach

An Innovative International Community Engagement Approach

Emotional scaffolding for emergent multilingual learners through translanguaging: case stories

Contact Info

Product

Resources

About