How Can Monolingual Teachers Take Advantage of Learners' Native Language in Class?

Pappamihiel, Eleni; Lynn, C. Allen

doi:10.1080/00094056.2014.937258

Cited by 7 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Through the eyes of a mainstream classroom teacher, Schwarzer, Haywood, and Lorenzen (2003) describe how she used multilingual teaching strategies, including posting multilingual labels and inviting community members to share their languages and cultures. Pappamihiel and Lynn (2014) and Giambo and Szecsi (2015) present additional strategies around text (using cognates, dialogue journals, bilingual note taking) and using technology as a resource for accessing students' various home languages.…”

Section: Preparing All Teachers: Toward a Multilingual Stancementioning

confidence: 99%

Expanding EAL expertise: Taking a multilingual stance

Jong

J²

2019

TiC

View full text Add to dashboard Cite

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

show abstract

Section: Preparing All Teachers: Toward a Multilingual Stancementioning

confidence: 99%

Expanding EAL expertise: Taking a multilingual stance

Jong

J²

2019

TiC

View full text Add to dashboard Cite

show abstract

“…These examples demonstrate how cognitive apprenticeship and authentic activities make students aware of the value of literacy skills in more than one language (Brown et al, 1989). Dialog journals in two languages allow the students to use the HL for journaling an experience, while the teacher provides key vocabulary in English in her response (Pappamihiel & Lynn, 2014). Engaging in sister-class projects that involve students who speak different languages, possibly from different countries, working together on creating literature and art can serve to enhance literacy skills in both languages (Cummins, 2005).…”

Section: Strategies For Teachersmentioning

confidence: 99%

Promoting and Maintaining Bilingualism and Biliteracy: Cognitive and Biliteracy Benefits & Strategies for Monolingual Teachers

Giambo¹,

Szécsi²

2015

TOCOMMJ

View full text Add to dashboard Cite

Many school personnel pursue the goal of developing English language learners' English-language and literacy skills efficiently and this is most often implemented to the exclusion of supporting, developing, and maintaining students' heritage language skills. However, there is significant evidence that promoting bilingualism and biliteracy can significantly contribute to the effect that many school personnel want, that of efficiently developed English language and literacy skills, with the added benefit of students who can function and thrive in multilingual environments. In this article, we present research-based evidence in support of developing and maintaining bilingualism and biliteracy, and we submit that the empirical research support for the benefits of bilingualism and biliteracy should change language and literacy instruction. Strategies for teachers, especially teachers who do not speak the heritage language of their students, are provided and can be implemented to promote bilingual reading, writing, and language skill development.

show abstract