Bridging the ‘dual lives’: school socialization of young bi/multilinguals in the eyes of EFL teachers

Rokita-Jaśków, Joanna; Wolanin, Agata; Król-Gierat, Werona; Nosidlak, Katarzyna

doi:10.1080/13670050.2022.2114788

Cited by 9 publications

(12 citation statements)

References 23 publications

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“…Twenty studies (McBrien, 2011 ; Jessup-Anger and Aragones, 2013 ; Elliot et al, 2016a , b ; Li and Que, 2016 ; Taylor and Ali, 2017 ; Vardanyan et al, 2018 ; Zhang, 2018 ; Emery et al, 2020 ; Merchant et al, 2020 ; Porter and Porter, 2020 ; Conceição et al, 2021 ; Winer et al, 2021 ; Chkaif et al, 2022 ; Ngo et al, 2022a , b ; Tong et al, 2022 ; Xu and Tran, 2022 ; Marangell, 2023 ; Rokita-Jaśkow et al, 2023 ) are based on the early version, that is, the EST model, although some of them cite Bronfenbrenner's later work and use the term “bioecological.” Three sub-categories can be identified: partial adoption, full adoption, and extended adoption of EST.…”

Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

“…Ten of the 20 studies, including Jessup-Anger and Aragones ( 2013 ), Elliot et al ( 2016b ), Li and Que ( 2016 ), Taylor and Ali ( 2017 ), Vardanyan et al ( 2018 ), Emery et al ( 2020 ), Merchant et al ( 2020 ), Porter and Porter ( 2020 ), Winer et al ( 2021 ), and Rokita-Jaśkow et al ( 2023 ) are all classified as partial adoption.…”

Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

“…Rokita-Jaśkow et al ( 2023 )'s study on the school socialization of bi/multilingual children examines the microsystem (teachers), mesosystem (classmates and parents), and exosystem (representatives of the education system). However, it omits the macro- and chronosystems within the EST framework without providing an explanation.…”

Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

“…Jessup-Anger and Aragones, 2013;Elliot et al, 2016b;Li and Que, 2016;Taylor and Ali, 2017;Vardanyan et al, 2018;Emery et al, 2020;Merchant et al, 2020;Porter and Porter, 2020;Winer et al, 2021;Rokita-Jaśkow et al, 2023 …”

mentioning

confidence: 99%

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Review of studies applying Bronfenbrenner's bioecological theory in international and intercultural education research

Tong,

2024

Front. Psychol.

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The Russian-born American psychologist Bronfenbrenner's bioecological perspective on human development is an ideal framework for understanding how individuals negotiate the dynamic environment and their own identities in international and intercultural education settings. However, a review of the current literature shows that most studies either adopted the earlier version of the theory (i.e., the ecological systems theory) or inadequately presented the most recent developments of the bioecological model (i.e., the process-person-context-time model). The construct of proximal processes—the primary mechanisms producing human development according to Bronfenbrenner—has seldom been explored in depth, which means the true value of bioecological theory is largely underrepresented in international and intercultural education research. This article first presents a review of studies that adopt Bronfenbrenner's theory and then offers future directions for the scope and design of international and intercultural education research.

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Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

mentioning

confidence: 99%

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Review of studies applying Bronfenbrenner's bioecological theory in international and intercultural education research

Tong,

2024

Front. Psychol.

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“…The following study utilises the data from a larger project (Rokita-Jaśkow et al, 2022) with a view to analysing the way in which EFL teachers describe their encounters with multilingual learners in their monolingual classes within critical discourse analysis framework and positioning theory. The analysis showed that the teachers studied position themselves and their students in relation to the newcomers differently depending on the language(s) they speak.…”

Section: Us and Them: On Linguistic Exponents Expressing Teacher Atti...mentioning

confidence: 99%

My i Oni: O językowych wykładnikach wyrażających stosunek nauczycieli do uczniów cudzoziemców w świetle krytycznej analizy dyskursu

Rokita-Jaśkow

2022

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The following study utilises the data from a larger project (Rokita-Jaśkow et al., 2022) with a view to analysing the way in which EFL teachers describe their encounters with multilingual learners in their monolingual classes within critical discourse analysis framework and positioning theory. The analysis showed that the teachers studied position themselves and their students in relation to the newcomers differently depending on the language(s) they speak. The Us and Others distinction was more prominent in relation to English-speaking return migrant children, whom they positioned higher than their monolingual Polish students, and with whom they often struggled to maintain equal, if not superior position. Conversely, other multilinguals were positioned on the same level as Polish learners, yet subordinate to the teacher’s dominant role. It is concluded that such positioning, though marks inclusivity, signals persistent power relations in the educational setting, which may counteract integration of multilinguals.

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The VR-AI–Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training

Pitura,

Kaplan-Rakowski,

Asotska-Wierzba

2024

TechTrends

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Pre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students’ questions on the content. High-immersion virtual reality (VR) is increasingly seen as technology facilitating teacher training. When integrated with Artificial Intelligence (AI), VR simulations can enhance teacher education by providing real-world practice opportunities. Drawing on cognitive flexibility theory (CFT), this case study investigated how pre-service EFL teachers (N = 17) in Poland interpret the VR-AI–assisted simulation designed to facilitate their content knowledge application. The results suggest that such simulations are valuable for professional development and reflective practice regarding content knowledge in pre-service EFL teacher training. The findings contribute to the broader understanding of the integration of VR and AI technology in language teachers’ training programs aiming to support the application of content knowledge in real-life classrooms.

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Bridging the ‘dual lives’: school socialization of young bi/multilinguals in the eyes of EFL teachers

Cited by 9 publications

References 23 publications

Review of studies applying Bronfenbrenner's bioecological theory in international and intercultural education research

Review of studies applying Bronfenbrenner's bioecological theory in international and intercultural education research

My i Oni: O językowych wykładnikach wyrażających stosunek nauczycieli do uczniów cudzoziemców w świetle krytycznej analizy dyskursu

The VR-AI–Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training

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