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Author: almonday

This author has written 49 articles

Sims, E. (2008). Sharing command of the co-teaching ship: How to play nicely with others. English Journal, 97(5), 58-63.

In this paper, high school teacher Emily shares her own experience of collaboration. Emily found herself co-teaching with no prior training or support. This top-down implementation of co-teaching caused a lack of understanding of the process and the purpose of co-teaching. Emily highlighted that her co-teaching with three different teachers in her first semester taught her that her and the students’ engagement and success relied on her collaboration with the…

Continue ReadingSims, E. (2008). Sharing command of the co-teaching ship: How to play nicely with others. English Journal, 97(5), 58-63.

Tai, K. W. (2021). Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students. Research in Science Education, 1-38.

In this article, Tai (2021) explored translanguaging pedagogies within the context of an English as a Medium of Instruction high school in Hong Kong. Tai explored how translanguaging pedagogies could serve the needs of South Asian ethnic minoritized students, who had different linguistic and cultural backgrounds than most students and teachers in their school. Tai found translanguaging pedagogies served as an inclusive practice within a mathematics classroom. He proposes translanguaging…

Continue ReadingTai, K. W. (2021). Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students. Research in Science Education, 1-38.

Templeton, C. (2023, January 18). Translanguaging and Linguistic Diversity: Practices for the international classroom. ET journal Winter Issue 2023. ET Journal. 28-29.

In this practitioner focused article, Templeton (2023) examines the implementation of translanguaging pedagogy in international school settings, addressing the linguistic and cultural homogeneity often present in educational policies. In the article, Translanguaging is defined as the fluid use of linguistic resources by bilingual individuals to make meaning and communicate. Templeton argues for the consistent application of translanguaging practices to celebrate and utilize students' plurilingualism as an asset rather than a…

Continue ReadingTempleton, C. (2023, January 18). Translanguaging and Linguistic Diversity: Practices for the international classroom. ET journal Winter Issue 2023. ET Journal. 28-29.

Ticheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2021). Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives. International Journal of Multilingualism, 18(3), 491-514.

This article presents an iterative study to bring out “practical and pedagogical issues of translanguaging in the classroom” (p. 491). The study involved interviews with three groups of stakeholders from four multilingual high schools: language education researchers, teachers, and multilingual learners. The authors interviewed a range of stakeholders to capture translanguaging “pedagogical challenges (real or perceived)” and their “views on those challenges” (p. 508). As a result, a total of…

Continue ReadingTicheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2021). Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives. International Journal of Multilingualism, 18(3), 491-514.

Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational research review, 15, 17-40.

This paper aims to provide information about the terminological framework used to define teacher collaboration in previous research. The authors identified 82 studies that fulfilled the inclusion criteria. After reviewing the studies, they documented findings under five categories; the terminological differences to define teacher collaboration, the focus and depth of teacher collaboration, potential positive and negative consequences of the collaboration, what is needed for successful teacher collaboration, and how successful…

Continue ReadingVangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational research review, 15, 17-40.

Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22, 138 – 149.

In Wang’s (2019) study, the use of translanguaging pedagogies in Chinese Foreign Language (CFL) classrooms is explored in response to the challenges faced by both students and teachers as classrooms become more linguistically diverse. Traditionally CFL classrooms were dominated by monolingual teaching methods. As the number of students in these classrooms coming from diverse language backgrounds has increased, translanguaging has emerged as a strategy. Wang’s research, conducted through surveys and…

Continue ReadingWang, D. (2019). Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22, 138 – 149.

Williams, M. (2020). Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong. International Journal of Bilingual Education and Bilingualism, 1-20.

In this article, Williams (2022) investigates the use of gestures and models by fifth-grade emergent bilinguals during translanguaging in a content and language integrated learning (CLIL) science class in Hong Kong. The study, grounded in the theory of multiliteracies, views language as a semiotic system encompassing both linguistic and non-linguistic modes of communication. Conducted over nine months in an independent school, the research involved 10 fifth-grade students and analyzed video…

Continue ReadingWilliams, M. (2020). Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong. International Journal of Bilingual Education and Bilingualism, 1-20.

York-Barr, J., Ghere, G., & Sommerness, J. (2007). Collaborative teaching to increase ELL student learning: A three-year urban elementary case study. Journal of Education for Students Placed at Risk, 12(3), 301-335.

This 3-year-long case study describes a co-teaching model to support ELL students. The school the study is conducted within consists of students belonging to diverse cultures (largely populated by Hmong students, specifically, 80% of the students were students of color and 53 of the students are identified as ELL). In the first year of the study, job-embedded PD was implemented by the university partners, where teachers planned, taught and reflected…

Continue ReadingYork-Barr, J., Ghere, G., & Sommerness, J. (2007). Collaborative teaching to increase ELL student learning: A three-year urban elementary case study. Journal of Education for Students Placed at Risk, 12(3), 301-335.

Zhou, X. E., Li, C., & Gao, X. A. (2021). Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai. Sustainability, 13(19), 10719.

In a mixed-methods study, Zhou et al. (2021) explored students’ translanguaging practices within an English as a Medium of Instruction (EMI) middle school classrooms at an international school in China. Through classroom observations and interviews, the authors found students engaged in translanguaging for a variety of social and academic purposes, though some were unsure whether translanguaging should be accepted in formal contexts. The authors call for teachers to recognize the…

Continue ReadingZhou, X. E., Li, C., & Gao, X. A. (2021). Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai. Sustainability, 13(19), 10719.

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