Leveraging bilingualism to accelerate English reading comprehension

Hopewell, Susan

doi:10.1080/13670050.2011.564274

Cited by 32 publications

(20 citation statements)

References 23 publications

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“…Through an in-depth analysis of one science lesson in which the text book was in English but the teacher used Malay, Iban and English, Martin (2003) demonstrated how key lexical items like 'carbohydrates' and 'energy' were explained to the students in Malay and Iban. Hopewell's (2011) study, situated in the USA, tested Grade 4 students on the recall of passages in both English-only and in English and Spanish. Findings in oral and written recall revealed that the bilingual approach enhanced comprehension.…”

Section: Review Of Literaturementioning

confidence: 99%

Translanguaging in a reading class

Vaish

Subhan

2014

International Journal of Multilingualism

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Using translanguaging as a theoretical foundation, this paper analyses findings from a Grade 2 reading class for low achieving students, where Malay was used as a scaffold to teach English. Data come from one class in one school in Singapore and its Learning Support Programme (LSP), which is part of a larger research project on biliteracy. The LSP is an early intervention reading programme in English for students in lower primary school. Our key finding is that the broad goal of translanguaging in teacher talk was to mediate academic content. Specifically, the purposes for translanguaging in teacher talk were to aid comprehension (in 41% of switches) and translate vocabulary (in 39% of switches). The use of Malay changed interactional patterns by closing the gap in talktime between teacher and students: though the ratio of talktime between teacher and students on Day 1 was 76%:20%, this became a more democratic 47%:49% on Day 8. Finally, the scaffold of Malay changed the way the students attempted to answer questions.

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Section: Review Of Literaturementioning

confidence: 99%

Translanguaging in a reading class

Vaish

Subhan

2014

International Journal of Multilingualism

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“…The computer science students who participated in this research were able to express confidence in themselves because of being allowed to use their languages to understand concepts. This confirms the importance of allowing students to propel their linguistic repertoires for learning and meaning-making (Hopewell, 2011). It is then important for lecturers from all faculties in universities to note that, if students are allowed to use their funds of knowledge by using their full linguistic repertoires, understanding and meaning are enhanced, thereby helping the students to succeed in their academic endeavours.…”

Section: Respondent 25mentioning

confidence: 63%

Translanguaging for epistemic access to Computer Science concepts: A call for change

Mbirimi-Hungwe¹,

Hungwe²

2019

PLING

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Multilingual education has seemingly been relegated to English and academic literacy lecturers in South African universities. This paper reports on the use of translanguaging in a multilingual second-year computer science class. Using descriptive statistical analysis as well as qualitative analysis, results showed that students perceived translanguaging to be a helpful pedagogical strategy that could be used to assist them to gain deeper meaning and understanding of difficult concepts in their field of study. The research also showed and proved that, for translanguaging to become relevantly useful to the students, all members of the faculty should be involved in using this pedagogical strategy in the classroom. Therefore, we argue that, through collaborative efforts by using translanguaging among lecturers from different faculties, students will be able to acquire deeper meaning and understanding of subject material, especially in content-based courses or modules.

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“…However, although they assessed students in English and in Spanish, teachers in DLB programs did not engage in practices to use IRIs as a way to understand students' bilingualism. These practices run counter to current thinking on bilingualism, which views bilinguals' use of language as unified rather than compartmentalized (García, 2009;García & Kleifgen, 2010;Hopewell, 2011;Hornberger & Link, 2012). In using IRIs monolingually, teachers bypassed students' enormous and rich resources that they possess as bilingual students.…”

Section: Discussionmentioning

confidence: 75%

“…The importance of a dynamic bilingual perspective for the education of emergent bilinguals is critical to teachers' total understanding of emergent bilinguals (Flores & Schissel, 2014;García, 2009;Hopewell, 2011;Soltero-González, Escamilla, & Hopewell, 2012). The move away from parallel monolingualism where students are taught literacy and language skills in each of their languages separately to dynamic bilingualism is an important one for instruction.…”

Section: Discussionmentioning

confidence: 98%

An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs

Ascenzi-Moreno

2016

Literacy Research and Instruction

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Leveraging bilingualism to accelerate English reading comprehension

Cited by 32 publications

References 23 publications

Translanguaging in a reading class

Translanguaging in a reading class

Translanguaging for epistemic access to Computer Science concepts: A call for change

An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs

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