Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools

Catalano, Theresa; Kiramba, Lydiah Kananu; Viesca, Kara Mitchell

doi:10.1080/15235882.2020.1738287

Cited by 6 publications

(3 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, existing youth-focused research indicates that this topic is worthy of further attention. Youths have highlighted the stigma of the EL label, poorly designed EL instructional services, and misidentification of English-speaking students as learners of English (Abril-Gonzalez & Shannon, 2021; Catalano et al, 2020; Kangas & Cook, 2020; Karam et al, 2021; Malsbary, 2014). This study contributes where other research has stopped short.…”

Section: The Erasure Of Youth Decision-makingmentioning

confidence: 99%

What Does ESL Mean to Her? An Analysis of Women of Color Recounting Their Attempts to Exit EL Instructional Services

Brooks

2023

AERA Open

View full text Add to dashboard Cite

A portion of EL-identified youth want to exit the EL instructional services to which they are legally entitled. Moreover, institutionalized adultism within EL policy does not provide youths a role in decision-making about these services. As a result, little is known about how individuals who attempt unsanctioned exits conceptualize EL instructional services. This study uses an intersectional anti-adultism conceptual lens to analyze the retrospective interviews of 35 women of color who attempted to exit EL instructional services during their K–12 schooling. The findings highlight three dominant themes in participants’ conceptualizations of EL instructional services: they were academically limiting, socially isolating, and that placement in these services was a product of racism. Moreover, this detailed analysis evidenced how schooling transitions impacted participants’ conceptualization of EL instructional services. These findings have implications for how research, policy, and practice can center EL-identified youths’ decision-making and disrupt their experiences of marginalization.

show abstract

Section: The Erasure Of Youth Decision-makingmentioning

confidence: 99%

What Does ESL Mean to Her? An Analysis of Women of Color Recounting Their Attempts to Exit EL Instructional Services

Brooks

2023

AERA Open

View full text Add to dashboard Cite

show abstract

“…Aside from underachievement, globalization, mobility, and a variety of other factors pushed today's classroom to move towards embracing linguistic diversity. A body of research has studied the ways that teachers and schools adapt to their increasingly multilingual and multicultural student bodies (Garcia & Kleifgen, 2010; Garcia & Sylvan, 2011; Janzen, 2008; Lucas, Villegas, & Freedson-Gonzalez, 2008) and the ways teachers can make use of the students' mother tongue -its linguistic and cultural resources to heighten learning (Catalano, Kiramba & Viesca, 2020).…”

Section: Introductionmentioning

confidence: 99%

Translanguaging in Multilingual English Language Teaching in the Philippines: A Systematic Literature Review

Gatil

2021

IJLLT

View full text Add to dashboard Cite

The debate on language preference in English language teaching in a multilingual setting has stirred the traditional monolingual “English Only Policy” in the Philippines. As a result, the Mother Tongue-Based Multilingual Education (MTB-MLE) was institutionalized in 2009. The question still lies as to the multilingual teaching practices employed in the Philippine schools. This study was conducted in order to review the translanguaging strategies of teachers in teaching English in the Philippines. It utilized the qualitative approach using systematic literature review. 14 papers were initially examined using 4 inclusion and exclusion criteria. 7 papers have qualified and selected as samples. The findings of the literature review showed that: 1.) Both natural and official translanguaging are employed in ELT and 2.) Translanguaging bridges the linguistic gap of learner’s L1, L2 and the target language, which in common in a linguistically diverse country such the Philippines. Future researches may look at building a theoretical framework of translanguaging as a language teaching pedagogy in mainstream education.

show abstract

“… 1. We used the term multilingual learners to refer to a population of students who live a multilingual daily reality. For some students, their multilingual daily reality includes a label from the school and/or district of being an “English learner” due to a real or perceived English deficiency; for other students, they have never received this label or have been exited out of programs focused on supporting their English development (Catalano et al, 2020). We feel it is important to attend to all students in their whole complexity across levels of English proficiency and their entire educational lifespan. …”

mentioning

confidence: 99%

Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study

Deng

Kiramba

Viesca

2020

Journal of Teacher Education

Self Cite

View full text Add to dashboard Cite

This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.

show abstract

Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools

Cited by 6 publications

References 59 publications

What Does ESL Mean to Her? An Analysis of Women of Color Recounting Their Attempts to Exit EL Instructional Services

What Does ESL Mean to Her? An Analysis of Women of Color Recounting Their Attempts to Exit EL Instructional Services

Translanguaging in Multilingual English Language Teaching in the Philippines: A Systematic Literature Review

Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study

Contact Info

Product

Resources

About