Transformational Bilingual Learning: Re-Engaging Marginalized Learners through Language, Culture, Community, and Identity

2017 ◽  
Vol 73 (4) ◽  
pp. 438-462 ◽  
Author(s):  
Shelley Tulloch ◽  
Adriana Kusugak ◽  
Cayla Chenier ◽  
Quluaq Pilakapsi ◽  
Gloria Uluqsi ◽  
...  
Keyword(s):  
Marginalized Learners ◽  
Bilingual Learning

scholarly journals Cultural and linguistic struggles and solidarities of Emirati learners in online classes during the COVID-19 pandemic

2021 ◽  
pp. 147821032110248
Author(s):  
Sarah Hopkyns
Keyword(s):  
United Arab Emirates ◽  
Teaching And Learning ◽  
Relative Deprivation ◽  
Online Classes ◽  
Video Cameras ◽  
Gendered Space ◽  
Marginalized Learners ◽  
English Medium Instruction ◽  
Qualitative Phenomenological ◽  
Almost All

The ongoing global COVID-19 pandemic has caused unprecedented shifts in higher education worldwide, with some nations more adversely affected than others. Since the onset of the crisis, almost all education abruptly moved to ‘emergency remote teaching and learning’. While the United Arab Emirates has been praised for its swift and effective responses, unique cultural and linguistic dynamics in this region present additional challenges for teaching and learning. This article presents empirical data from a qualitative phenomenological case study investigating female Emirati university students’ ( n = 69) perspectives on the use of video cameras and microphones in online classes. Students’ reflective writing and researcher observations in autumn 2020 revealed discomfort using video cameras and microphones due to a range of cultural and linguistic factors. Such factors include Islamic beliefs relating to modesty, home as a gendered space, noise considerations, concerns about privacy, struggles with language in their English-medium instruction university and fear of judgement from peers. Data are interpreted thematically using intersectionality together with Goffman’s theories of everyday interaction, stigma and relative deprivation, through which complexities of learner identities are explored. Practical suggestions are made on ways to adapt online learning to better suit the cultural and sociolinguistic realities of periphery and Global South contexts. It is argued that greater efforts need to be made toward inclusion of marginalized learners during the COVID-19 period.

scholarly journals Bilingual Learning for Second and Third Generation Children

2008 ◽  
Vol 21 (2) ◽  
pp. 120-137 ◽  
Author(s):  
Charmian Kenner ◽  
Eve Gregory ◽  
Mahera Ruby ◽  
Salman Al-Azami
Keyword(s):  
Third Generation ◽  
Bilingual Learning

scholarly journals CASE TECHNOLOGIES IN BILINGUAL TRAINING OF SOCIAL SPHERE SPECIALISTS

2021 ◽  
pp. 240-251
Author(s):  
Nataliia Seiko ◽  
Svitlana Sytniakivska ◽  
Nadiia Pavlyk
Keyword(s):  
Social Workers ◽  
Professional Training ◽  
Social Sphere ◽  
Pedagogical Design ◽  
Different Types ◽  
History Of ◽  
Case Technologies ◽  
Bilingual Learning ◽  
Information Personalization

The purpose of the study is to characterize the content and possibility of using bilingual case technologies in future social workers training. To achieve this goal, methods of theoretical analysis of the scientific literature on the content, objectives, structure of case technologies; pedagogical design of a bilingual case; classification of case-types depending on the educational purpose are used. The article describes various aspects of the problem of design and implementation of case technologies social workers’ professional training. The history of the origin of cases as a learning tool is clarified. The interconnection of case studies with other methods of teaching and professional training is substantiated. The leading tasks of the case method (motivational, cognitive, communicative, and reflexive) are determined. A conclusion about the specifics of the characteristics of the language case, the problematic nature of the situation, the implicitness of the case problem, the appropriate amount of information, personalization, and professional orientation are formulated. The field structure of the case (informational, essential and technological areas) is analyzed. Features of bilingual cases and cases for future social workers’ bilingual training are outlined. Examples of different types of cases are given: cases - episodes without ending, case-essays, cases-chronicles and diaries, as well as cases for bilingual learning - motivational, cognitive, communicative and reflective ones. The author's development of a case for social workers’ bilingual training is presented and proposals for the implementation of several other cases of different types are given. 

Remote Schooling Supports for Linguistically Diverse Parents of Students With Disabilities

2021 ◽  
pp. 105345122110510
Author(s):  
María Cioè-Peña
Keyword(s):  
Students With Disabilities ◽  
Language Impairment ◽  
English Learners ◽  
Linguistically Diverse ◽  
Autism Spectrum ◽  
Policy And Practice ◽  
Speech And Language Impairment ◽  
Marginalized Learners ◽  
High Incidence Disabilities

Remote schooling has increased in prevalence. Although remote schooling may feel novel, remote and online educational requirements have been consistent parts of the educational landscape for years. Remote schooling increases learning opportunities within the home, magnifying the need for home-school collaborations to support the academic and socio-emotional development of marginalized learners in urban settings, particularly multiply marginalized learners such as students classified as English learners who also have a high incidence disabilities (e.g., learning disability, speech and language impairment, autism spectrum disorder). Much policy and practice around remote schooling centers on ensuring students have access to devices and technology; little consideration is given to what happens after devices are distributed, especially within culturally and linguistically diverse households. This paper explores considerations to be made before, during, and after engaging in remote schooling, whether it’s for short- or long-term use, to ensure that students who are dually classified are not digitally excluded during remote schooling.

Knowledge, Justice, and Equity

2022 ◽  
pp. 188-214
Author(s):  
Jenny Dean ◽  
Philip Roberts
Keyword(s):  
School Curriculum ◽  
Learning Opportunities ◽  
Equitable Access ◽  
Indigenous Students ◽  
Academic Curriculum ◽  
School Completion ◽  
Epistemic Justice ◽  
Marginalized Learners ◽  
University Participation

This chapter explores how systemic differences across schools in Australia contribute to equality or inequality in Indigenous students' learning opportunities, specifically access to the school curriculum needed to progress to university. Equitable access to the academic curriculum is particularly important for Indigenous students because they are impacted by a range of issues affecting school completion, achievement, and university participation. This research focuses on one aspect of the key transition from school to university, examining whether Indigenous students experience a greater range of challenges in gaining the prerequisite requirements for university study than other students of similar circumstances. In exploring these issues, the authors adopt a position of curricular and epistemic justice, arguing that “doing justice” with power-marginalized learners involves changing the basis for thinking about the nature of knowledge and how knowledge is valued.

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