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Author: cvlien

This author has written 3 articles

Darling-Hammond, L., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E. L., McIntyre, A., Sato, M., & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley & Sons

In this review of three dozen methodologically rigorous global studies, Darling-Hammond et al. found that “collective work in trusting environments provides a basis for inquiry and reflection into teachers’ own practices, allowing teachers to take risks, solve problems, and attend to dilemmas in their practice” (p. 10). This article also references the 2014 OECD TALIS study which found that teacher collaboration is positively associated with professional confidence and that “frequent…

Continue ReadingDarling-Hammond, L., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E. L., McIntyre, A., Sato, M., & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley & Sons

Leung, C., & Valdés, G. (2019). Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World. The Modern Language Journal, 103(2), 348-370.

This article provides an overview of translanguaging that allows readers to engage in informed discussions in response to the evolving use of language in globalized and transnational contexts. Leung and Valdés describe 1) a range of contextual climates in which additional language instruction takes place (e.g., a country with refugee or international students), 2) a comparison of additional language teaching settings, 3) early social and political environments that proposed the…

Continue ReadingLeung, C., & Valdés, G. (2019). Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World. The Modern Language Journal, 103(2), 348-370.

Theoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47, 646-688.

In this study, Theoharis and O’Toole investigate the type of leadership needed to create socially just schools for MLs. Through a comparative case study of two elementary schools, the authors show how two principals applied different administrative strategies, such as professional development and moving away from pull-out models. They argue social justice for MLs cannot be achieved in the absence of inclusive services, which must value “students learning English and…

Continue ReadingTheoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47, 646-688.

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