almonday – Page 3 – MLRC School Network

Post category:Translanguaging

Lin, A. M. Y., & He, P. (2017). Translanguaging as Dynamic Activity Flows in CLIL Classrooms. Journal of Language, Identity & Education, 16(4), 228–244.

In this article, Lin and He (2017) examine the role of translanguaging in Content and Language Integrated Learning (CLIL) classrooms, particularly focusing on its implementation with South Asian ethnic minority students in a Hong Kong secondary school. The study investigates how translanguaging facilitates both content learning and identity affirmation in a multilingual setting, despite the dominant monolingual policies in place. The authors argue that translanguaging not only aids in pedagogical…

Post category:Collaboration

Madigan Peercy, M., & Martin-Beltrán, M. (2012). Envisioning collaboration: Including ESOL students and teachers in the mainstream classroom. International Journal of Inclusive Education, 16(7), 657–673.

This article examines collaboration between ESOL (English for Speakers of Other Languages) and mainstream teachers in the U.S. elementary school context. The study focuses on how these educators envision their collaborative relationships and how this influences the inclusion of English Language Learners (ELLs). The researchers analyzed three pairs of teachers with varying levels of collaboration, from voluntary partnerships to mandated co-teaching models. Findings reveal that collaboration is most successful when…

Post category:Translanguaging

Menken, K., & Sánchez, M.T. (2019). Translanguaging in English-only schools: From pedagogy to stance in the disruption of monolingual policies and practices. TESOL Quarterly, 53(3), 741-767.

This article presents findings from a study conducted in eight New York City schools with English-only policies in an effort to disrupt monolingual practices for emergent bilinguals. The participant schools were given intensive professional development and participated in a project where they were “required to engage students’ bilingualism as a resource in instruction and implement translanguaging pedagogy” (p. 741), disrupting dominant monolingual approaches in schools. Findings suggest that taking a…

Post category:Translanguaging

Moses, L., & Torrejon Capurro, C., (2023). Literacy-based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work. Tesol Quarterly, 58(1), 432-450

Moses and Torrejon Capurro (2023) delve into the role of literacy-based play in supporting language development, translanguaging, and identity work among young emergent bilinguals in a South American kindergarten classroom. The study focuses on a play-based unit designed to boost English usage in a social context modeled after a restaurant, where translanguaging is seen as a key strategy for communication and learning. Through a combination of quantitative and qualitative analysis…

Post category:Translanguaging

Moses, L., Hajdun, M., & Aguirre, A. A. (2021). Translanguaging Together: Building Bilingual Identities con Nuevos Amigos. The Reading Teacher, 75(3), 291-304.

In this article, Moses, Hajdun, and Alvarado Aguirre (2021) detail their work in two bilingual first-grade classrooms in the United States and Colombia, focusing on translanguaging practices among emerging bilingual students. The authors describe a series of instructional activities that encouraged students to use both English and Spanish in their writing and communication. The study highlighted how the strategic use of bilingual texts and translanguaging not only supported language development…

Post category:Collaboration

Mulazzi, F., & Nordmeyer, J. (2012). Coteaching as Professional Development in Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections. Information Age Publishing.

In this narrative documentary case study of one international school’s change process, Mulazzi and Nordmeyer outline how the K12 ESOL/EAL department redefined itself and then established structures to integrate a new role for EAL teachers within the larger school community. As the department evolved, EAL teachers recognized that making the transition from isolated language teachers to integrated language specialists required attention to the change process. The authors propose that EAL…

Post category:Collaboration

Nordmeyer, J. & Honigsfeld, A. (2020). Collaboration: Working Together to Serve Multilingual Learners. WIDA.

This teacher-friendly research synthesis describes professional collaboration among educators. It discusses the importance of collaboration, particularly for multilingual learners and highlights the shift from viewing multilingual learners as a separate group in need of remediation to viewing them as part of a larger continuum of English language development. It emphasizes the use of a cyclical process of collaboration, including co-planning, co-teaching, co-assessing, and co-reflecting to support the language and content…

Post category:Translanguaging

Prilutskaya, M. (2021). Examining pedagogical translanguaging: A systematic review of the literature. Languages, 6(4), 180.

Prilutskaya's (2021) review examines research on pedagogical translanguaging, an approach that encourages multilingual learners to leverage all their languages for learning. The study analyzes 20 empirical studies across various educational contexts. Key Findings: Translanguaging is used for different purposes, from reinforcing instruction to promoting classroom rapport. In English Language Teaching (ELT) contexts, translanguaging often focuses on improving English proficiency. K-12 schools use translanguaging to boost student participation, understanding, and identity…

Post category:Collaboration

Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475-514.

This study investigates the quality of collaboration in instructional teams and student achievement. The data was collected from 9,000 teachers through surveys and observations in Miami-Dade County public schools. The survey result showed that 90% of the teachers reported that collaboration with other teachers was helpful. Moreover, teachers found developing instructional strategies and reviewing formative assessments were the most helpful practices. The study also revealed that schools where the instructional…

Post category:Translanguaging

Sanders-Smith, S. C., & Dávila, L. T. (2019). Progressive practice and translanguaging: Supporting multilingualism in a Hong Kong preschool. Bilingual Research Journal, 42(3), 275-290.

This case study explores how children in an early childhood program at an international school in Hong Kong develop language by employing translanguaging practices. Specifically, it explores conditions for multilingual interactions and the experiences of young children within trilingual learning contexts. The authors highlight research on Spanish/English dual language programs where the separation of language instruction was “at odds with natural social interactions of emergent bilingual children” (p. 278) who…