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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.

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.

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.

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.

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