‘More than being in a class’: adolescents’ ethnolinguistic insights in a two-way dual-language program

Kibler, Amanda K.; Salerno, April S.; Hardigree, Christine

doi:10.1080/09500782.2013.822880

Cited by 9 publications

(7 citation statements)

References 40 publications

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“…For example, Critical Hip‐Hop Pedagogy has been shown to both center and value Black and Brown students’ cultural and linguistic practices (Akom, 2009; Love, 2014). Similarly, Kibler, Salerno, and Hardigree (2014) found that students in a middle school dual‐language program were able to increase their understanding and appreciation of one another’s language practices by exploring different assets of language and culture.…”

Section: Centering Diverse Forms Of Knowledgementioning

confidence: 97%

Rethinking the Role of Knowledge in the Literacy Classroom

Hattan

Lupo

2020

Reading Research Quarterly

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Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K–12 classrooms. Therefore, the purpose of this article is to consider sociocultural and cognitivist perspectives on the role that knowledge plays throughout the reading process and to examine whose knowledge matters. Then, the authors address three tensions related to the role of knowledge in K–12 literacy instruction and offer research‐based perspectives on how educators, researchers, school leaders, parents, and community leaders can rethink knowledge to support students in learning from texts. First, the authors reframe the knowledge gap and suggest ways that teachers can privilege students’ knowledge as assets during literacy instruction. Second, the authors address the importance of supporting students in activating, integrating, and revising their knowledge during text processing and suggest evidence‐based instructional techniques that support students’ learning from texts. Finally, the authors contend that content knowledge is not the only type of knowledge that matters in reading and suggest how teachers can support readers in using other types of knowledge that are crucial to comprehension.

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Section: Centering Diverse Forms Of Knowledgementioning

confidence: 97%

Rethinking the Role of Knowledge in the Literacy Classroom

Hattan

Lupo

2020

Reading Research Quarterly

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“…The design for the program drew from research about two-way dual-language education-which brings together language-minoritized and language-majority students to become bilingual and biliterate in English and a partner language (see Tedick, Christian, & Fortune, 2011). While dual-language programs usually occur during the regular school day, the EXDLP program occurred outside of regular school hours and thus students participated voluntarily (similar to Kibler, Salerno, & Hardigree, 2014).…”

Section: Orcidmentioning

confidence: 99%

“I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers

Martin‐Beltrán

García

Montoya‐Ávila

2020

Int J App Linguistics

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This study contributes to research on heritage language learners (HLLs) and peer interaction by exploring the nature of the interactions between HLLs and their linguistically diverse peers, who may defy traditionally discrete language learner categories. Grounded in sociocultural theory, we analyzed video‐recorded peer interactions during Spanish/English literacy activities in an extracurricular, bilingual secondary program. We found that students' interaction patterns and perceived expertise may shift with different interlocutors and language‐related episodes (LREs). Our findings call for future research to refine the conceptual framing and theorizing of peer interactions, especially involving HLLs across an array of peer groupings. We offer implications for educators mediating peer collaboration and incorporating HLLs' multifaceted linguistic expertise to enhance learning opportunities for diverse learners.

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“…Simultaneously, for Englishdominant students, these experiences do not mean separating students from high-achieving peers but instead allow for broadened social networks that incorporate diverse peers, including those with language expertise in language-majority students' target language, and all the linguistic and academic benefits these diverse networks provide (Lindholm-Leary, 2012). In this way, connections offered by two-way dual-language programs are thought to be beneficial, though perhaps differentially so (Bearse & de jong, 2008;de jong & Bearse, 2011;kibler, Salerno, & hardigree, 2014), for diverse participants.…”

Section: Peer Social Network and Language Learning Social Network And School Segregationmentioning

confidence: 99%

“…In these ways, LAB provided an ecological context in which both languages were used and valued, and which supported positive interdependence, risk-taking, and the building of relationships with linguistically and culturally different peers. Peer linguistic expertise made available through such collaborative interactions, such as writing bilingual children's books together, is understood as an ecological affordance ( van Lier, 2004) that can support language learning and broader ethnolinguistic awareness (kibler, Salerno, & hardigree, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…When considering LAB as a two-way dual-language setting, other research questions of equal importance include the extent to which students developed insights into themselves, language, language learning processes, and other people. We have analyzed these outcomes, which we call "ethnolinguistic insights," in a separate paper (kibler, Salerno, & hardigree, 2014) in which we draw upon interview and observational data to explore ways in which the program provided opportunities for adolescents to recognize and ratify peer ethnolinguistic identities; understand connections among languages, their speakers, and their cultural practices; and appreciate their own and others' ethnolinguistic resources. The current study builds upon these insights in order to examine an important means by which students gained those ethnolinguistic insights: the development of linguistically diverse peer social networks within the program.…”

Section: Introductionmentioning

confidence: 99%

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Languages across Borders: Social Network Development in an Adolescent Two-Way Language Program

Kibler

Atteberry

Hardigree

et al. 2015

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Two-way dual-language programs have become an increasingly popular educational model in the United States for language minority and majority speakers, with a small but growing number of programs at the high school level. Little is known, however, about how adolescents’ social networks develop in the contexts of these programs. Purpose/Objective This study examines how a two-way, dual language enrichment program for Spanish-language learner (SLL) and English-language learner (ELL) adolescents influenced students’ social networks with peers of different cultural and linguistic backgrounds. Setting The program took place in a south-Atlantic state at a suburban/rural high school that has substantial within-school linguistic segregation. Population/Participants Program participants included 20 students: 10 English-dominant learners of Spanish, and 10 Spanish-dominant learners of English. Intervention/Program The two-way dual-language program was a voluntary extracurricular program in which adolescent Spanish-dominant ELLs and English-dominant SLLs participated in collaborative and student-led bilingual activities designed to foster the sharing of cross-linguistic expertise and cross-cultural knowledge over a seven-month period. Research Design In this mixed-methods study, student-level Likert-scale data is analyzed quantitatively and supported through analysis of qualitative interview responses and observational field notes. Quantitative results compare ELL and SLL participants’ demographic and baseline social characteristics, before-and-after social networks, the changing nature of reported relationships over time as a function of language status, and magnitude of growth in relationships’ strength before and after the program. Qualitative results examine the qualities and conditions of these relationships and the conditions under which they developed. Findings/Results Results suggest that despite participants’ demographic differences, ELL and SLL students in the dual-language program reported building new, strengthened, and mutually recognized relationships, particularly with students of different language backgrounds who worked together within long-term collaborative small groups. Conclusions/Recommendations When students are provided with a carefully designed instructional and ecological context that provides authentic purposes for using language and building peer relationships, this research suggests that both ELLs and SLLs may be able to build linguistically integrated social networks.

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‘More than being in a class’: adolescents’ ethnolinguistic insights in a two-way dual-language program

Cited by 9 publications

References 40 publications

Rethinking the Role of Knowledge in the Literacy Classroom

Rethinking the Role of Knowledge in the Literacy Classroom

“I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers

Languages across Borders: Social Network Development in an Adolescent Two-Way Language Program

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