Language and Learning in Multilingual Classrooms

Coelho, Elizabeth

doi:10.21832/9781847697219

Cited by 35 publications

(22 citation statements)

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“…This finding also suggests that it is important to use students' first language as the medium of instruction. This is consistent with the strong arguments for first language use in schools made by other scholars (Coelho, 2004;Cummins, 2009).…”

Section: Conclusion and Discussionsupporting

confidence: 92%

Content-Based English Education in China: Students’ Experiences and Perspectives

Beckett

2012

JCIE

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This study explores undergraduate students’ experiences and perceptions of the content-based EFL instruction at a northwestern Chinese university. It is one of the first empirical studies of content-based EFL in China. Through a three-part open-ended questionnaire administered with 34 undergraduate students majoring in finance, the study reveals overwhelming support for this approach to EFL. Participants believed that learning English and content knowledge simultaneously was helpful and that the spread of English in China can benefit the nation and its people. The findings also indicate that some participants were critical of the approach, stating that it is “shallow content teaching” and suggesting that subject matter content be taught in Chinese. The participants praised their original English texts and expressed their preference for student-centered learning.

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Section: Conclusion and Discussionsupporting

confidence: 92%

Content-Based English Education in China: Students’ Experiences and Perspectives

Beckett

2012

JCIE

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“…Reduced exposure to English in the home may explain the initial gap, as may socioeconomic factors limiting EL children's access to higher level word/world knowledge (e.g., Mancilla‐Martinez & Lesaux, ). The persistence in the lag may be attributed to the fact that EL1 children experience accelerated growth in vocabulary with exposure to texts, making them moving targets to which ELs have difficulty catching up (Coelho, ).…”

Section: Vocabularymentioning

confidence: 99%

Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades

et al. 2014

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In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and comparable gains in English phonological awareness and word reading. Comparable performance was observed on all the French measures (phonological awareness, receptive vocabulary, word reading, and reading comprehension). Only in English receptive vocabulary did the EL1s outperform the ELs. In study 2, a subset of the students in study 1 was followed into grades 2 and 3 (36 EL1s and 33 ELs). Overall, the EL1s and ELs demonstrated similar performance and gains in English phonological awareness, word reading, and reading comprehension in grades 2 and 3. The EL1s outperformed their EL peers in English expressive and receptive vocabulary across all grades, despite more rapid growth among the ELs. At the same time, outcomes on all of the French measures were comparable between the two groups. The findings of remarkably comparable performance by the EL1s and ELs suggest that overall, French immersion does not impede English language and literacy skill development in ELs, making it a viable option for these students.

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“…writing students produced for the immigration stories video illustrates how an open language policy can allow teachers to more accurately understand students' academic abilities (Coelho, 2003) and can help teachers to challenge deficit perspectives, a shift which has the potential to improve instruction.…”

Section: Discussionmentioning

confidence: 99%

Language Policy and Practice in Almost-Bilingual Classrooms

Allard

Apt²,

Sacks

2019

International Multilingual Research Journal

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This study explores language policies in "almost-bilingual" classrooms, in which most, but not all, students share a home language. Teachers who are bilingual face a dilemma in these settings. Should they draw on shared linguistic expertise to benefit the majority while excluding a few, or should they forego significant benefits for most in the interest of equity? This qualitative study examines the classroom language policies and practices of one English-as-a second-language (ESL) teacher at a majority-Latino high school. Drawing on fieldnotes, interviews, and systematic teacher reflection, the authors identify a collection of multilingual practices across ESL and sheltered content courses: translated texts, "translanguaging from the students up," and concurrent translation. They discuss the benefits and drawbacks of these policies for Spanish speakers and "singletons"-students with no same-language peers-to offer pedagogical and policy insights for meeting the diverse and sometimes-conflicting needs of students in multilingual classrooms.

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Language and Learning in Multilingual Classrooms

Cited by 35 publications

References 0 publications

Content-Based English Education in China: Students’ Experiences and Perspectives

Content-Based English Education in China: Students’ Experiences and Perspectives

Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades

Language Policy and Practice in Almost-Bilingual Classrooms

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