Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community

Ramirez, Pablo C.; Ross, Lydia

doi:10.1080/00405841.2019.1569399

Cited by 12 publications

(7 citation statements)

References 7 publications

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“…Such resources include their home language. The funds of knowledge theory argues that academic instruction should be linked to students' lives and lived experiences (Ramirez & Ross, 2019), and the details of effective pedagogy should be linked to local histories and community contexts (Gonzalez, 2005) from which learners come.…”

Section: Discussionmentioning

confidence: 99%

Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children

Wunseh

Charamba

2023

JOLLT

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Language diversity is generally a norm in multilingual South African classroom. Orellana and García (2014) describe how multilingual speakers need to learn tools to allow them to be flexible with their language skills. Language brokering and code-switching form part of the everyday teaching and learning tools needed in South African multilingual classroom setting. Data was collected by means of observation and semi-structured interviews. Snowball sampling was used to select Francophone immigrant children or learners who were observed outside the classroom in order to establish how they interacted with their peers on school playgrounds. Their personal narratives were collected and analyzed to enhance triangulation and thematic analysis was used to understand how immigrant children acted as language brokers. This research sets out to consolidate the position of language brokering and code-switching as pedagogically oriented language practices in a multilingual classroom setting. Using the sociocultural theories and the funds of knowledge (FoK), the current study rejects a deficit model, where linguistically and culturally diverse institutions of learning are reputed to be incapable of offering rich learning experiences and resources.

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Section: Discussionmentioning

confidence: 99%

Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children

Wunseh

Charamba

2023

JOLLT

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“…The decision to separate languages in the classroom has affected bilingual pedagogies all over the world since the 1970s. This decision was reinforced in other pedagogical approaches such as audiolingualism or the communicative approach (Cenoz and Gorter 2015;Duarte 2019;Larsen-Freeman 2000;Ramirez and Ross 2019;Zavala 2019). 3 Meanwhile, several local and international authorities in education have suggested that harnessing students' linguistic repertoire for instructional purposes has positive benefits in terms of improving academic performance in science (Barakos and Selleck 2019;Duarte 2019;Goossens 2019;Jang and Brutt-Griffler 2019;Kiramba and Smith 2019;Nehring 2019;Ollerhead 2019;Pacheco et al 2019;Paquet and Levasseur 2019;Preece 2019).…”

Section: Linguistic Landscapes and Challenges In Educationmentioning

confidence: 99%

Translanguaging as bona fide practice in a multilingual South African science classroom

Charamba

2023

Int Rev Educ

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The call for improving students’ academic achievement in science education has increased in urgency in recent years. It has also increased in complexity in the face of the growing cultural and linguistic diversity of present-day classrooms following inter- and intra-state migration. Although translanguaging pedagogy, where languages of input and output are deliberately interchanged, remains a relatively young field of research, it has grown substantially in the past decade. The study presented in this article sought to explore the role language plays in the academic performance of multilingual students at a primary school in South Africa. Adopting an ethnographic research design, the author collected qualitative data through lesson observations video-recorded in a fifth-grade science class, supplemented with several interviews with the teacher. Data analysis involved a combination of both inductive and deductive methods, and the results affirm that translanguaging pedagogy is indispensable for effective learning in multilingual classrooms. The author’s findings confirm insights from previous research that the ability and encouragement to use multiple languages in science class allows multilingual students to engage in a practice of generating and creating scientific explanations in their own voice, resulting in better academic performance.

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“…In their seminal work, Collier and Thomas (2009) present different program models in the United States and conduct a longitudinal study in which they compare their effectiveness. While there are decisive conclusions to determine that dual language programs seem to be more successful in terms of student achievement in both language development and content mastery (Ramirez & Ross, 2019), the adoption of one particular program depends on different variables, as not every program works well with every group of students.…”

Section: Language Policies In the United States And Spainmentioning

confidence: 99%

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

Álvarez¹,

Prieto²,

Escobar³

et al. 2021

Rev. complut. educ

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Access to high-quality bilingual education is critical and has evolved in many different ways during the last decades. Given recent efforts to enhance bilingual education, it is important to examine the perceptions of the current education workforce who serve students in bilingual education programs. A hundred and sixty-four bilingual education professionals from Spain and the U.S. participated in the research. They completed a questionnaire about the effect of educational climate and policies in their own countries. Findings show that teachers from Spain rate bilingual education higher than teachers from the U.S. There are significant differences in their general perceptions and insights about resources, collaboration, students, parents and community. Being proficient in two languages seems to have a positive effect on two categories: general perceptions and perceptions about parents. Our findings also suggest that the years of teaching experience influence their responses and there is a need for more professional development in both countries.

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Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community

Cited by 12 publications

References 7 publications

Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children

Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children

Translanguaging as bona fide practice in a multilingual South African science classroom

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

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