Spanish, Arabic, and “English‐Only”: Making Meaning Across Languages in Two Classroom Communities

Pacheco, Mark B.

doi:10.1002/tesq.446

Cited by 20 publications

(20 citation statements)

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“…At the same time, work in translanguaging (García & Li, 2014) and translingual practice (Canagarajah, 2012, 2018) has pushed both educators and researchers to consider new pedagogies that tap into the full range of students’ semiotic resources. Whether in dual‐language or English‐centric classroom spaces (see Pacheco, 2018; L.W. Rowe, 2019; Velasco & García, 2014; Zapata & Van Horn, 2017), this work suggests rich possibilities for students’ composing processes and products when instruction encourages them to draw from a single and integrated communicative repertoire.…”

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confidence: 90%

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Smith¹,

Pacheco²,

Khorosheva³

2020

Reading Research Quarterly

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With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary classrooms. Through an inductive approach, the authors analyzed 70 studies to understand key findings and characteristics of the extant research. Five main themes of findings emerged across the research. First, a majority of studies illustrated how digital multimodal composing supports emergent bilingual students’ identity expression. With expanded opportunities to share ideas through multiple modes, students used their projects to bridge transnational identities, (re)present themselves, and communicate in empowering ways. Second, nearly half of the studies emphasized how the integration of digital multimodal projects can reshape classrooms by challenging language ideologies, transforming the classroom as a locus for social justice, and expanding temporal and spatial boundaries as students compose for multiple audiences. Third, many studies demonstrated how emergent bilinguals develop as designers and leverage the unique semiotic resources of multiple modes when composing. Fourth, approximately a third of the studies showed how multimodal composition offers emergent bilinguals opportunities to expand their existing linguistic repertoires. Finally, a quarter of the studies illustrated the potential of multiple modes to mediate learning during composing processes. The authors discuss the implications of these themes and critical new directions for future research on digital multimodal composing with emergent bilingual students.

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confidence: 90%

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Smith¹,

Pacheco²,

Khorosheva³

2020

Reading Research Quarterly

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“…Because the fields of ESL teaching and teacher education embrace notions of language, languaging, and translanguaging, teaching must attend to affective dimensions of language contact and learning and the nontarget language practices to which students are exposed in the ESL classroom (Pacheco, ). The findings of this study reveal the importance of teachers’ attentiveness to how their own language practices might reinforce local linguistic hierarchies and alienate speakers of nondominant languages.…”

Section: Resultsmentioning

confidence: 99%

“…Each code was analyzed in light of broader contextual factors within and outside of the classroom. I triangulated my findings by conducting member checks with the focal teachers and students and by consulting earlier relevant studies (e.g., Pacheco, ). Students and teachers corroborated and occasionally expended on my analyses, adding nuances to my initial findings.…”

Section: Methodsmentioning

confidence: 99%

“…Research has examined broader processes of multilingualism and socialization in educational and noneducational settings. Pacheco () explored the use of languages other than English in English‐dominant elementary classrooms, noting the importance of community responsiveness to multilingualism and teachers’ intentionality when structuring multilingual learning opportunities. Earlier work by Rampton () on language crossing found that students in mixed‐race Indian, Pakistani, and Caribbean youth peer groups in Britain used one another’s languages to leverage new identities and to mark stances in their social relationships.…”

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Multilingual Interactions and Learning in High School ESL Classrooms

Dávila

2019

TESOL Quarterly

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This article explores how peer and teacher–student interactions in linguistically diverse high school English as a Second Language (ESL) classrooms produce changes in learners’ uptake of different languages and cultures. Data presented are from a 2‐year ethnography of communication focusing on adolescent multilingual English learners’ language use in three ESL classrooms in the United States. The study participants’ primary languages were French, Lingala, and Tshiluba, and the dominant language spoken by the students in class was Spanish. The data include recordings of peer group classroom interactions, individual and focus group interviews, and field notes from classroom observations. Analyzed through an ecology of language framework (van Lier, 2004) and heteroglossic perspectives on language learning and use (Bakhtin, 1981), the findings reveal a gradual ideological and pragmatic shift among the focal students from resenting the predominant use of Spanish by their teachers and peers during Year 1 of the study to using Spanish words and phrases during Year 2 for two distinct purposes: peer socialization and learning English. The article concludes by highlighting the importance of attending to students’ language experiences to harness metacognitive thinking, critical multilingual language awareness, and linguistic creativity.

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“…Since then, many studies (e.g., Aoyama, 2020;Atkinson, 1987;Auerbach, 1993;Chavez, 2016;Cook, 2001;Kocaman & Aslan, 2018;Littlewood & Yu, 2011; International Journal of Linguistics ISSN 1948-5425 2020 Lucas, T., & Katz, A. 1994;Pacheco, 2018;Polio & Duff, 1994;Turnbull, 2001;Shvidko, 2017) have examined this issue from different perspectives. Some studies (e.g., Bruen & Kelly, 2017;De la Campa & Nassaji, 2009;Rolin-Ianziti & Brownlie, 2002;Sali, 2014) have investigated teachers' functions of L1 use while others (e.g., Aoyama, 2020;Sampson, 2012;Storch & Aldosari, 2010;Storch & Wigglesworth, 2003) examined functions of students' L1 use.…”

Section: Introductionmentioning

confidence: 99%

Functions of L1 Use in EFL Classes: Students’ Observations

Algazo

2020

IJL

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This study aims to identify functions (Note 1) of teachers’ first language (L1) use in English as a foreign language (EFL) classes in public schools in Jordan based on students’ observations. The questionnaire items were selected based on the most common uses of L1 in second language (L2) classrooms as identified in the literature. The questionnaire was designed to elicit students’ observations to identify functions of EFL teachers’ L1 in English classes. The participants were 104 EFL students in Grades 10 and 11 in four Jordanian public schools. Participants’ responses to the questionnaire were analysed quantitatively using SPSS, a statistical software package. The study found that the students observed that their teachers shared their L1 with them in English classes to: 1) Explain complex grammar points, 2) Define some new vocabulary items, 3) Explain difficult concepts or ideas, 4) Give instructions, 5) Praise the students, 6) Translate the reading texts, and 7) Explain the similarities and differences between Arabic and English in terms of grammar, structure or pronunciation. However, the students did not observe that their teachers used the L1 in order to maintain discipline in the class as previous studies have found. The findings suggest that teachers’ L1 use in the L2 classroom may indicate the usefulness of this practice and call to license EFL teachers to use their L1 in English classes in public school in Jordan and other similar EFL contexts.

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Spanish, Arabic, and “English‐Only”: Making Meaning Across Languages in Two Classroom Communities

Cited by 20 publications

References 40 publications

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Multilingual Interactions and Learning in High School ESL Classrooms

Functions of L1 Use in EFL Classes: Students’ Observations

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