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Author: almonday

This author has written 49 articles

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…

Continue ReadingMoses, 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, 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…

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

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…

Continue ReadingMulazzi, 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.

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…

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

Nordmeyer, J., Pelletier, K., & Sack, D. (2016). Why LS or EAL is the wrong question: Serving ELLs with learning issues in inclusive schools. The Next Frontier Inclusion: Leading the Way.

This monograph explores the intersection between Learning Support and EAL and provides guidance for identification, student support, professional learning and program design. Authors argue that the question of whether a student should be placed in an EAL (English as an Additional language) or Learning Support program is the wrong question; instead, educators should be asking how to best support all students to succeed, regardless of their language proficiency or academic…

Continue ReadingNordmeyer, J., Pelletier, K., & Sack, D. (2016). Why LS or EAL is the wrong question: Serving ELLs with learning issues in inclusive schools. The Next Frontier Inclusion: Leading the Way.

Pletser, J. (2019). Inclusion in the international school context: Implications for school development. Journal of Research in International Education, 18(2), 199–211.

This article explores the development of inclusive practices in an international school. The qualitative case study investigates how the school removed barriers to learning for three students with varying levels of learning support needs: mild, moderate, and intensive. Data consisted of interviews, observations, and document review. The findings highlight that successful inclusion is a dynamic and continuous process that requires a strong focus on learning, access, and solution-seeking. The school…

Continue ReadingPletser, J. (2019). Inclusion in the international school context: Implications for school development. Journal of Research in International Education, 18(2), 199–211.

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…

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

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…

Continue ReadingRonfeldt, 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.

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…

Continue ReadingSanders-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.

Scibetta, A., & Carbonara, V. (2020). Unveiling discourses on interculturality and identity construction in primary schools in Italy: A study based on translanguaging pedagogy. Journal of Multicultural Discourses, 15(4), 422-435.

In their study, Scibetta and Carbonara (2020) explore the implementation of translanguaging pedagogy within primary schools in Italy through the L’AltRoparlante project. This transformative action research project promotes inclusive multilingual education in schools with high percentages of immigrant minority students. The project aims to legitimize and leverage students' diverse linguistic repertoires, challenging the monolingual norms prevalent in Italian education. The authors analyze data from interviews and focus groups conducted with…

Continue ReadingScibetta, A., & Carbonara, V. (2020). Unveiling discourses on interculturality and identity construction in primary schools in Italy: A study based on translanguaging pedagogy. Journal of Multicultural Discourses, 15(4), 422-435.

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