The Silent Experiences of Young Bilingual Learners

Bligh, Caroline

doi:10.1007/978-94-6209-797-1

Cited by 16 publications

(9 citation statements)

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“…Second language acquisition is typically developed in the sequential stages of preproduction, early production, speech emergence, intermediate fluency, and advanced fluency [37]. Bligh [38] urges educators to be aware of the importance of the first stage of language acquisition, preproduction, in which the learner has minimal second language comprehension and often enters a silent receptive stage. When an ELL enters the silent stage, educators often worry that their student cannot read or contribute.…”

Section: Annals Of Social Sciences and Management Studiesmentioning

confidence: 99%

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

Delcourt,

Heath,

Goolkasian

2024

ASM

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This mixed-methods study was used to examine the impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners (ELLs). Quantitative and qualitative data were sequentially collected, concurrently analyzed, and triangulated. A sample of 126 experienced K-12 educators from the northeastern US completed (a) a demographic survey, (b) a teachers’ self-efficacy survey, and (c) a classroom strategy scale. A stepwise multilinear regression procedure determined that teachers’ use of academic performance feedback, efficacy beliefs in student engagement, and employment of both student-directed and direct instructional practices predicted teachers’ self-perceptions about being able to adapt instruction for their ELL population. Qualitative data were obtained from 10 participants who self-rated as having high self-efficacy and classroom strategy use. Themes included foundational requirements, school leadership, specific instructional strategies, and knowing how to apply these strategies with ELLs. The triangulated results revealed that when school leaders provide professional learning opportunities that support a truly inclusive curriculum and collaborative time in which to plan with colleagues, there is a positive impact on teachers’ self-efficacy to instruct ELLs.

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Section: Annals Of Social Sciences and Management Studiesmentioning

confidence: 99%

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

Delcourt,

Heath,

Goolkasian

2024

ASM

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“…Communication and language play an important part in children's mathematics learning (Palmér, 2015) but children who are in the process of learning a new language might use less verbal language as a natural part of their language learning (Bligh, 2014). In order to expand acknowledgement of expressions of mathematics beyond the purely verbal, I must also focus on the children's actions and therefore chose to record video observations of the children to facilitate review.…”

Section: Video Observationmentioning

confidence: 99%

“…It can, however, be challenging for teachers to support multilingual children's languages (Petersen, 2022). In the process of learning a new language, children often go through periods where they do not use a lot of verbal language (Bligh, 2014). Petersen (2022) found that when multilingual children engage with open-ended apps that contain neither their mother tongue nor the language the children use in their kindergarten, they begin creating their own stories around the content of the app.…”

Section: Introductionmentioning

confidence: 99%

Multilingual Children’s Mathematical Engagement with Apps: What Can Be Learned from Multilingual Children’s Mathematical and Playful Participation when Interacting with Two Different Apps?

Christiansen

2022

Conjunctions

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The use of digital tools is becoming increasingly common in early childhood education. One key to using digital tools to enhance learning in children may lie in using them the way children tend to when given the choice: as play. This article examines and evaluates multilingual children’s mathematical engagement with digital apps, focusing specifically on what might be learned from multilingual children’s mathematical and playful participation when interacting with two different apps. Mathematical engagement is here defined by Alan Bishop’s six mathematical activities: counting, measuring, locating, designing, playing and explaining. Helenius et al.’s elaboration of mathematical play is used to connect the mathematical play to the play of children. Multilingual children’s interactions with digital apps have been video recorded in natural settings in a kindergarten. The findings show that playful digital apps do promote the children’s participation in mathematical activities, while apps that aim to provide a formal learning structure seem to promote neither play nor mathematical activities.

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“…Silence has been a subject of research in numerous fields. Some researchers construed students' use of silence as strategies for learning (e.g., Bligh, 2014;Shi & Tan, 2020) and challenged the silencing of children's voices in classroom practices (Yoon & Templeton, 2019) and research landscapes (e.g., Artiles et al, 2016;Mazzei, 2003), giving voice to unspeaking children from a rights-based position. Silence is not "a void to be filled, a wound to be healed, a flaw to be repaired" (Greene, 1993, p. 14).…”

Section: Introductionmentioning

confidence: 99%

Re-defining silence in unvoiced dialogues in storying-play: The sound of affects

Gaffney

Sansom

et al. 2023

J Child Edu Soc

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This article chronicles three stories selected from a post-intentional phenomenological study conducted by the first author. The authors aim to investigate affective connections in children’s silent play by addressing three research questions: (a) How do children engage in dialogue with the teacher, their peers, and the material environment without words? (b) What emotions are produced in silent play? and (c) What changes in children’s affective connections occur through silence? We drew on the notion of intentionality in post-intentional phenomenology to illuminate meanings of the phenomenon for individuals about what they felt and experienced. With a focus on intentionality, we delved into the ways children meaningfully communicated with others and connected to the environment in their unspeaking moments. We also took on a posthuman notion of intra-actions to rethink silence as an inaudible yet sensible sound communicated between children and things. The prior studies showed that children’s silence was a mode of expression. Through storying the silent play-stories, we offered two alternative meanings of silence––intra-active communication with people and things and inaudible inner wellbeing, in addition to a mode of nonverbal expression as identified in prior studies. The findings are significant in enriching and renewing our understanding of children’s silence in inclusive ECE environments. Silence is re-defined as a mode of embodied communication and affective connections. This article invites researchers and educators to genuinely “listen” to children’s stories, even in silent play.

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The Silent Experiences of Young Bilingual Learners

Cited by 16 publications

References 0 publications

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

Multilingual Children’s Mathematical Engagement with Apps: What Can Be Learned from Multilingual Children’s Mathematical and Playful Participation when Interacting with Two Different Apps?

Re-defining silence in unvoiced dialogues in storying-play: The sound of affects

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