Evidence for an Early Novelty Orientation in Bilingual Learners

Translanguaging design in a third grade Chinese Language Arts class

Applied Linguistics Review ◽

10.1515/applirev-2021-0024 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Zhongfeng Tian

Keyword(s):

Language Arts ◽

Bilingual Education ◽

Participatory Design ◽

Dual Language ◽

Design Research ◽

Chinese Language ◽

Bilingual Learners ◽

Allocation Policy ◽

Link Type ◽

Dual Language Bilingual Education

Abstract Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García, Ofelia & Angel M. Y. Lin. 2017. Translanguaging in bilingual education. In Ofelia García, Angel M. Y. Lin & Stephen May (eds.), Bilingual and multilingual education, 117–130. Cham: Springer International Publishing). To recognize the dynamic nature of bilingualism and leverage bilingual learners’ full semiotic and linguistic repertoire as a resource, this study looks at how to strategically and purposefully develop flexible and multilingual educational spaces in a third grade Chinese Language Arts (CLA) class in a Mandarin-English DLBE program in the New England area, U.S. Drawing upon Sánchez, María Teresa (Maite), Ofelia García & Cristian Solorza. 2018. Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal 41(1). 37–51. https://doi.org/10.1080/15235882.2017.1405098, translanguaging allocation policy framework, the researcher and the teacher co-designed and implemented translanguaging documentation, translanguaging rings, and translanguaging transformation spaces in the CLA class throughout the school year of 2018–19. Taking the form of participatory design research (Bang, Megan & Shirin Vossoughi. 2016. Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction 34(3). 173–193. https://doi.org/10.1080/07370008.2016.1181879), this collaborative inquiry demonstrates that translanguaging pedagogies could promote student engagement, contribute to their academic learning, and build home-school connections. It aims to provide authentic, sustainable knowledge for both researchers and practitioners to better serve bilingual learners in DLBE programs.

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Opening doors for bilingual students: Recommendations for building linguistically responsive schools

Improving Schools ◽

10.1177/1365480212450235 ◽

2012 ◽

Vol 15 (2) ◽

pp. 130-147 ◽

Cited By ~ 23

Author(s):

Amy J Heineke ◽

Elizabeth Coleman ◽

Elizabeth Ferrell ◽

Craig Kersemeier

Keyword(s):

Academic Achievement ◽

Language Policy ◽

Bilingual Students ◽

Community Members ◽

Effective School ◽

Bilingual Learners ◽

School Structures ◽

Scholarly Literature ◽

The Social ◽

Collaborative Efforts

In this article, we outline the necessary action steps for schools to improve the achievement of bilingual students. We review, summarize, and utilize the pertinent scholarly literature to make suggestions for school-wide, collaborative efforts to support the achievement of bilingual learners through linguistically responsive pedagogy and practice. Our research-based recommendations include the need for school actors to negotiate language policy and mandates, lay the necessary ideological foundations, build effective school structures and systems, and foster meaningful collaboration with families and communities. When teachers, administrators, counselors, families, and community members work together, schools can improve to promote the social, cultural, linguistic, and academic achievement of bilingual students.

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Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

Education Research International ◽

10.1155/2021/9200025 ◽

2021 ◽

Vol 2021 ◽

pp. 1-9

Author(s):

Zahra Banitalebi ◽

Ali Akbar Jabbari ◽

Shouket Ahmad Tilwani ◽

Mohammad Hasan Razmi

Keyword(s):

Foreign Language ◽

Reading Fluency ◽

English Language ◽

Oral Proficiency ◽

Bilingual Learners ◽

Male And Female ◽

Efl Learners ◽

Third Language ◽

English Reading ◽

Significant Difference

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

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