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Author: almonday

This author has written 40 articles

Anderson, J., & Lightfoot, A. (2018). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism.

In this article, Anderson, and Lightfoot (2018) share findings from a survey study in India exploring the use of languages other than English in a variety of teaching contexts and the surrounding community context. They also investigated attitudes towards language mixing in the classroom and their translingual teaching practices. This study revealed that even within the multilingual context of India where classrooms are multilingual by “default,” teachers’ attitudes towards language…

Continue ReadingAnderson, J., & Lightfoot, A. (2018). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism.

Castro, M. (2020). Translanguaging: Teaching at the Intersection of Language and Education. WIDA.

In this practitioner-focused article, the author provides accessible definitions and examples of translanguaging. The author presents a view of languages as “fluid”, “malleable,” and the means through which sense is made of the world. Translanguaging emphasizes how individuals do this act of sense making across all the language varieties available to them. The bulletin goes on to share four teachers’ experiences with, and perspectives on, translanguaging in differing contexts across…

Continue ReadingCastro, M. (2020). Translanguaging: Teaching at the Intersection of Language and Education. WIDA.

Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 102273.

This article explores the implementation of pedagogical translanguaging in trilingual schools within the Basque Autonomous Community, where Basque, Spanish, and English are taught. Traditionally, these languages were separated in instruction, but the study introduced teachers to translanguaging, encouraging them to use students' entire linguistic repertoires. The article presents three case studies: a primary school science class using cognates across the three languages, a secondary school English grammar class comparing sentence…

Continue ReadingCenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 102273.

Chaika, O. (2023). Translanguaging in multilingual classrooms: a case study analysis. Philological Review.

This research paper explores the use of translanguaging in multilingual classrooms, highlighting its benefits for language learning and academic achievement. Through classroom observations, interviews with teachers and students, and analysis of instructional materials, the study found that translanguaging enhances student engagement, comprehension, and critical thinking by allowing students to use their native languages alongside the language of instruction. However, challenges such as language policy constraints, the need for teacher training,…

Continue ReadingChaika, O. (2023). Translanguaging in multilingual classrooms: a case study analysis. Philological Review.

Choo, A. L., Smith, S., Pratt, A., & Leon Guerrero, S. (2023). Editorial: Multilingualism and neurodevelopmental disorders. Frontiers in Psychology, 14, 1267023.

The editorial Multilingualism and Neurodevelopmental Disorders examines the intersection of multilingualism and neurodevelopmental disorders through discussing four key studies, covering autism spectrum disorder (ASD), speech-language impairments, and intellectual developmental disorders. It emphasizes the growing interest in multilingualism's impact on cognitive and language development and highlights critical gaps in research, particularly concerning children with neurodevelopmental disorders. THantman et al. reveal inconsistencies in how multilingualism is defined across studies, making it difficult…

Continue ReadingChoo, A. L., Smith, S., Pratt, A., & Leon Guerrero, S. (2023). Editorial: Multilingualism and neurodevelopmental disorders. Frontiers in Psychology, 14, 1267023.

Cummins, J. (2019). “The Emergence of Translanguaging Pedagogy: A Dialogue between Theory and Practice,” Journal of Multilingual Education Research: Vol. 9, Article 13.

In this article, Cummins (2021) examines the emergence of translanguaging pedagogy and its potential to challenge traditional monolingual educational practices. Focusing on bilingual and multilingual contexts, he critiques the longstanding "two solitudes" and "maximum exposure" approaches that prioritize the dominant language over students' home languages. Cummins highlights how translanguaging allows students to use their entire linguistic repertoire, promoting deeper understanding and reinforcing their bilingual identities. Drawing on historical examples from…

Continue ReadingCummins, J. (2019). “The Emergence of Translanguaging Pedagogy: A Dialogue between Theory and Practice,” Journal of Multilingual Education Research: Vol. 9, Article 13.

Davison, C. (2006). Collaboration between ESL and content teachers: How do we know we are getting it right? International Journal of Bilingual Education and Bilingualism. 9:4, 454-475.

This important case study of collaboration in an international school discusses some of the underlying assumptions about collaboration by building on the notion of partnership teaching (Bourne, 1989; Bourne & McPake, 1991) between ESL/EAL teachers and content teachers. Davison also describes an “emerging framework that draws on teacher talk and critical discourse analysis to describe and evaluate the stages of collaboration and the different levels of its effectiveness” (p. 454).…

Continue ReadingDavison, C. (2006). Collaboration between ESL and content teachers: How do we know we are getting it right? International Journal of Bilingual Education and Bilingualism. 9:4, 454-475.

De Jong, L., Meirink, J., & Admiraal, W. (2022). School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112, 101927.

Implementation of school-based collaboration is both complex and contextual. In this article, the authors conducted a systematic review of the literature to identify the factors that facilitate or discourage school-based collaboration in secondary schools. As a result, they identified 50 studies that highlight the complexities of fostering effective teacher collaboration in secondary schools. Reviewing the studies, they identified three types of collaborative learning activities: sharing, experimenting, and designing. Despite the…

Continue ReadingDe Jong, L., Meirink, J., & Admiraal, W. (2022). School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112, 101927.

Dove Ed D, M., & Honigsfeld Ed D, A. (2023). Co-Teaching with multilingual learners: Key themes from emerging research. NYS Tesol Journal, 10 (1), 19-29.

This article reviews papers published in the last ten years about co-teaching for MLs. The authors identified six elements that are fundamental for collaborative instructional practices for ML success. The first element is the involvement and support of school leaders: leadership is instrumental in creating opportunities to collaborate during instruction in addition to co-planning and co-assessing. The second element is co-planning time and process: in most collaborations, there is little…

Continue ReadingDove Ed D, M., & Honigsfeld Ed D, A. (2023). Co-Teaching with multilingual learners: Key themes from emerging research. NYS Tesol Journal, 10 (1), 19-29.

García, O., & Wei, L. (2015). Translanguaging, bilingualism, and bilingual education. The handbook of bilingual and multilingual education, 223-240

In this chapter, García and Li Wei (2015) explore the concept of translanguaging within bilingual and multilingual education, challenging traditional bilingual education models such as subtractive and additive bilingualism. Translanguaging is defined as the dynamic and fluid use of multiple languages by bilingual individuals, which transcends conventional linguistic boundaries. The authors argue that translanguaging should be central to bilingual education as it reflects the natural language practices of multilingual individuals…

Continue ReadingGarcía, O., & Wei, L. (2015). Translanguaging, bilingualism, and bilingual education. The handbook of bilingual and multilingual education, 223-240

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