“But there’s gotta be a strength”: Toward the Equitable Assessment of the Writing of Emerging Bilinguals

Lewis, Mark A.; Zisselsberger, Margarita

doi:10.1057/978-1-137-59858-5_8

Cited by 3 publications

(2 citation statements)

References 27 publications

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“…We have advocated for culturally and linguistically diverse students throughout our careers as classroom teachers and university researchers (Lewis, ; Lewis & Zisselsberger, ; Zisselsberger, ). We have provided seminars for practicing teachers on ways to better support EBs, and infuse our teacher education courses with readings and discussions on how languaging and linguicism influence instruction and curriculum.…”

Section: Methodsmentioning

confidence: 99%

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Lewis

Zisselsberger

2018

Reading Research Quarterly

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The authors illustrate ways that diverse linguistic repertoires were constrained within a set of classroom book club discussions among sixth-grade students and their teachers in a public school setting. The study took place in a U.S. Mountain West middle school with a majority population of Latinx students, many of whom were emerging bilinguals (EBs). In these book clubs, 21 students and two teachers read one of four mystery novels. The groups comprised both native and nonnative English-speaking students and were grouped according to reading ability/level. Using discourse analysis strategies, the researchers analyzed the participants' talk across the book club discussions. The authors found that although a primary purpose of a literature discussion group is to provide more equitable participatory opportunities for EBs, in this case, the linguistic and discursive practices of the teachers and the native English speakers did not fully honor EBs' contributions. These practices led to EBs' ultimate withdrawal from discussions. Therefore, the implications suggest a cautionary tale for educators working with EBs to critically analyze and identify ways in which generic methods for English as a second language and "good" teaching practices may position EBs as incapable. Moreover, the authors suggest that teachers should develop more critical linguistically and culturally responsive practices that acknowledge the linguistic repertoires of EBs and (re)position EBs as communicatively competent.

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Section: Methodsmentioning

confidence: 99%

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Lewis

Zisselsberger

2018

Reading Research Quarterly

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“…Furthermore, literacy teacher education courses should provide every teacher with the opportunity to become knowledgeable about the actual writing practices of bilingual students. Lewis and Zisselsberger's (2016) research with secondary ELA preservice teachers documents how engaging preservice teachers with the writing of bilingual students and instruction about theories of holistic bilingualism can begin to shift thinking about the nature of bilingual student writing. The preservice teachers in their study struggled to reconcile seemingly conflicting viewpoints about being a "good" ELA teacher with what they learned in class about bilingualism.…”

Section: Implications For High School Literacy Teacher Educationmentioning

confidence: 99%

“She Doesn’t Have the Basic Understanding of a Language”: Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals

Brooks

2017

Journal of Literacy Research

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This article examines the alternative English spelling practices of a student who is considered to be a long-term English learner. It draws on a theoretical framework that integrates a social perspective on spelling with a rejection of idealized conceptions of bilingualism. The analyzed English spellings presented in this article were identified in eight texts that the focal student composed during her English language arts class. Notably, this examination was contextualized within the focal student's linguistic and schooling history. The resulting findings document that the focal student was a simultaneous bilingual who had a troubled history with formal schooling-the place where many young people learn spelling conventions. The predominant practice that characterized her alternative spellings was her use of conventional English sound-to-letter relationships to create a written echo of the speech patterns of her home, school, and community. When her alternative spelling did not reflect these Englishes, they typically illustrated her familiarity with the normative spelling of particular words. Yet the practices that characterized her spelling meant that they strayed from accepted conventions (e.g., transposition/omission/insertion of letters). The focal student's alternative spelling practices illustrated her familiarity with the English writing system and the depth of her knowledge of multiple Englishes.

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Identifying the assets of emergent bilingual middle school students’ writing: opportunities to validate students’ linguistic repertoires and identities

Gómez

Lewis

2022

International Journal of Bilingual Education and Bilingualism

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“But there’s gotta be a strength”: Toward the Equitable Assessment of the Writing of Emerging Bilinguals

Cited by 3 publications

References 27 publications

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

“She Doesn’t Have the Basic Understanding of a Language”: Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals

Identifying the assets of emergent bilingual middle school students’ writing: opportunities to validate students’ linguistic repertoires and identities

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