Secondary Bilingual Education

Ramirez-Marín, Frank

doi:10.1002/9781118533406.ch20

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…Emergent bilinguals reflect a diverse population of students in terms of, but not limited to, lived experiences, academic background, and home, first, second, and possibly multiple languages (Faltis & Ramírez‐Marín, 2015; González‐Howard & Suárez, 2021; Kibler et al, 2014). Emergent bilinguals range from “newcomers” who are just beginning their journey into knowing the predominant language of instruction to students who are in designated or sheltered classrooms designed to support them in the language needed to do academic work to students who may speak English with ease but still are developing reading and writing capabilities.…”

Section: The Assessment Challenges For Emergent Bilinguals In Science...mentioning

confidence: 99%

Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms

Lyon

2022

Science Education

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Research into the effective teaching of science to emergent bilinguals has converged around key theoretical perspectives and led to expansive empirical evidence that emphasizes the integration of science learning with language/literacy development. Simultaneously, formative assessment has been touted as one of the key components of effective teaching in science classrooms. I address a critical research gap by connecting the teaching of emergent bilinguals in science classrooms to formative assessment through sociocultural perspectives and linguistically responsive teaching-thereby reframing the traditional model of formative assessment into a framework for linguistically responsive assessing. To illustrate the challenges and opportunities of translating a framework of linguistically responsive assessing into practice, I analyzed the formative assessment practices of two middle school science teachers with whom I worked through ongoing professional learning in support of emergent bilinguals through assessing. Both teachers (1) framed learning goals and assessment around meaningful and relevant student contexts, (2) planned multimodal assessment interactions to scaffold science learning and language/literacy development, and (3) attempted to elicit students' lived experiences. Yet, I also observed missed opportunities that provide additional insight into the continued challenges of ensuring that formative assessment for emergent bilinguals

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Section: The Assessment Challenges For Emergent Bilinguals In Science...mentioning

confidence: 99%

Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms

Lyon

2022

Science Education

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“…To date, secondary-DL research has not followed its elementary counterpart's example of employing a critical race lens for equity questions, even though racism also affects secondary schools' practices, outcomes, and the competition for resources. Racist policies prevent, for example, Latinx and EL adolescents from accessing bilingual schooling, despite the need for academic content in their heritage language (e.g., Combs et al, 2014;Faltis & Ramı ´rez-Marı ´n, 2015). Racist ideologies and practices subject these adolescents to lower tracks, less rigorous teaching, and teachers who devalue their home language(s) and have lower expectations, all of which mediate youths' engagement and success in secondary schools (e.g., Conchas, 2006;Valenzuela, 1999).…”

Section: Dual Language As White Propertymentioning

confidence: 99%

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

Chávez-Moreno

2021

American Educational Research Journal

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This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites’ inequitable material accumulation. I problematize the logic of DL—highlighting that DL has the elitist tendencies of world-language education—and assess DL’s potential to deliver educational justice to Latinxs.

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Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals

Solís,

Lindahl,

Yazan

2024

TESOL Journal

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This article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research–practice partnership between a large public university and two school districts in south Texas that engages in‐service secondary school teachers seeking additional certification in English as a Second Language or Bilingual Education. Project activities adapt linguistically responsive theoretical and research perspectives to impact secondary teachers' knowledge, dispositions/beliefs, and practices. Analysis examines how secondary in‐service content‐area teachers reflect, narrate, and enact their professional identities as linguistically responsive teachers of emergent bilinguals (EBs) through professional learning activities. Findings describe how participants negotiated their identities as teachers of linguistically responsive instruction for EBs, as demonstrated through their engagement of reflective practices, digital language stories, and enactments of sociocultural pedagogical practices.

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Secondary Bilingual Education

Cited by 4 publications

References 15 publications

Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms

Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals

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