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Showing 1 to 15 of 17 results Save | Export
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Charamba, Erasmos – International Review of Education, 2023
The call for improving students' academic achievement in science education has increased in urgency in recent years. It has also increased in complexity in the face of the growing cultural and linguistic diversity of present-day classrooms following inter- and intra-state migration. Although "translanguaging" pedagogy, where languages of…
Descriptors: Foreign Countries, Science Instruction, Student Diversity, Language Usage
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Williams, Melanie – International Journal of Bilingual Education and Bilingualism, 2022
Translanguaging in science includes the use of semiotic repertoires complete with non-linguistic modes of meaning (e.g. gesture, tactile) that until recently have gone unnoticed in research into content language integrated learning (CLIL). Currently, there are calls for classroom research in CLIL settings that examines the semiotic processes in…
Descriptors: Foreign Countries, Grade 5, Semiotics, Code Switching (Language)
Margarita Ramos-Rivera – ProQuest LLC, 2023
At schools in the Unites States, English-centric hegemonic policies often hinder emergent bilingual students from fully applying their linguistic skills to read non-fiction texts. This phenomenon necessitates investigation into how culturally sustaining pedagogy (CSP) can be utilized to support fifth-grade bilingual students' understanding of…
Descriptors: Grade 5, Elementary School Students, Culturally Relevant Education, Code Switching (Language)
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Cenoz, Jasone; Leonet, Oihana; Gorter, Durk – International Journal of Bilingual Education and Bilingualism, 2022
This article is on pedagogical translanguaging, understood as planned instructional strategies used with a pedagogical purpose in a multilingual educational context. The paper reports a study on cognate identification and cognate awareness carried out in a multilingual primary school. The study aims at analyzing whether the identification of…
Descriptors: Metalinguistics, Teaching Methods, Multilingualism, Elementary School Students
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Leonet, Oihana; Cenoz, Jasone; Gorter, Durk – Language Awareness, 2020
This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque…
Descriptors: Morphology (Languages), Code Switching (Language), English (Second Language), Metalinguistics
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Rajendram, Shakina – International Journal of Multilingualism, 2023
Translanguaging offers a new perspective on language learning by affirming and leveraging the diverse language practices that make up learners' unitary language repertoire as resources for their learning. Despite the potential pedagogical benefits of translanguaging, English-only policies are still prevalent in many language classrooms. Even when…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language of Instruction
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Omidire, Margaret Funke; Ayob, Sameera – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2022
This article reports on the outcome of utilising a multilingual strategy that promotes translanguaging to support primary grade learners and the enablers and constraints of the implementation of such strategies. Purposive sampling was used to select two schools. Grade 5 and 6 learners (N = 162) and their teachers (N = 3) participated in the study.…
Descriptors: Multilingualism, Second Language Learning, Second Language Instruction, Socioeconomic Status
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Zheng, Bingjie – International Journal of Bilingual Education and Bilingualism, 2021
Although English-Chinese bilingual development has been studied in community contexts, it has not been adequately addressed in the K-12 Chinese immersion classrooms despite the increasing number of Chinese immersion programs across the United States. To inform effective pedagogies in Chinese immersion classrooms, this study reports on a nine-month…
Descriptors: Code Switching (Language), Second Language Learning, Second Language Instruction, Immersion Programs
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Prinsloo, Mastin; Krause, Lara-Stephanie – Language and Education, 2019
Prevalent approaches to classroom languaging and bilingual education interpret the practices of multilingual groups of people through a monolingual lens that obscures the fluid languaging and semiotic practices of contemporary communities who engage in dynamic semiotic and linguistic practices, rather than 'add' one language to another in the form…
Descriptors: Code Switching (Language), Bilingual Education, Multilingualism, Semiotics
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Husbye, Nicholas; Dorner, Lisa M. – L2 Journal, 2017
One-way, or foreign language, immersion schools face unique challenges as they seek to support the literacy development of their students. This manuscript draws on sociocultural theories of literacy development and the concept of languaging, the process of using language to make meaning. Working with two classrooms over one semester, we asked:…
Descriptors: Second Language Instruction, Immersion Programs, Teaching Methods, Inquiry
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Jonsson, Carla – Classroom Discourse, 2019
In a bilingual school, the linguistic and semiotic resources of students who speak one, two or several languages can be used in classroom discourse in order to embrace and strengthen the multiplicity of voices and languages in teaching and learning. In this article, four English language lessons -- where the medium of instruction mainly oscillates…
Descriptors: Classroom Communication, Code Switching (Language), Second Language Learning, Bilingual Schools
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Poza, Luis E. – Bilingual Research Journal, 2019
Scholarship suggests that bilingual students' translanguaging skills -- their multilingual and multimodal communicative competencies -- should be leveraged as a valuable meaning-making resource and that translanguaging pedagogies can disrupt linguistic hierarchies and the ideologies of race, class, and nationhood that constitute them.…
Descriptors: Code Switching (Language), Language Usage, Classroom Communication, Audio Equipment
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Poza, Luis E. – Journal of Language, Identity, and Education, 2019
This article analyzes language practices that 5th grade students in a two-way bilingual education (TWBE) program used to position themselves relative to peers and to transcendent scripts (Gutiérrez, Rymes, & Larson, 1995; Reyes, 2006) about ethnicity and ability (academic and linguistic) that attach themselves to students through their various…
Descriptors: Code Switching (Language), Grade 5, Elementary School Students, Bilingual Education Programs
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Poza, Luis E. – International Journal of Bilingual Education and Bilingualism, 2018
Much attention is now given to academic language, particularly in content areas such as science, amid persistent achievement disparities between students classified as English Language Learners, and more recently, Long Term English Learners, and their English-proficient peers. This attention has fueled debate about the precise features of such…
Descriptors: Academic Discourse, Science Instruction, Code Switching (Language), Language Usage
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Zhang, Yan; Guo, Yan – International Journal of Bilingual Education and Bilingualism, 2017
Chinese children of immigrant families are often perceived as good at memorization and rote learning or as polite, obedient, and passive students lacking creativity and criticality. Guided by Multiple Literacies Theory and translanguaging, this study explores how Chinese children in a Mandarin-English bilingual program skillfully navigate…
Descriptors: Mandarin Chinese, English, Chinese Americans, Immigrants
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