Open Access. Powered by Scholars. Published by Universities.®

Bilingual, Multilingual, and Multicultural Education Commons

Open Access. Powered by Scholars. Published by Universities.®

6,712 Full-Text Articles 7,348 Authors 3,309,473 Downloads 249 Institutions

All Articles in Bilingual, Multilingual, and Multicultural Education

Faceted Search

6,712 full-text articles. Page 5 of 235.

Bilingual Latinas Experiences Graduating With 4-Year Degrees, Patricia S. Costa 2019 Michigan Conference

Bilingual Latinas Experiences Graduating With 4-Year Degrees, Patricia S. Costa

Andrews University Teaching and Learning Conference

This session presents the results of a qualitative research study about the achievement gap between bilingual Latinas and other ethnicities. Statistics show that merely about 18% of Latinos in the United States have a bachelor’s degree. Researchers claim the main hurdles for bilingual Latinas to graduate from universities are being undocumented citizens, lacking English proficiency, having economic hardship, having familial accountability, and experiences with discriminatory practices. The primary purpose of the research project is to describe the university experiences of six self-identified bilingual Latinas who earned 4-year degrees in universities in Michigan. The participants’ stories shine light into what ...


How Do Teachers, Counselors, And Administrators Describe Their Roles In Working With English Language Learners?, Myrtelina Martinez Cabrera 2019 Rowan University

How Do Teachers, Counselors, And Administrators Describe Their Roles In Working With English Language Learners?, Myrtelina Martinez Cabrera

Theses and Dissertations

The purpose of this qualitative phenomenological study was to examine, through a social justice lens, how teachers, counselors and administrators describe their roles when working with English Language learners (ELLs). The study was conducted with four (N = 4) general education teachers ranging from grades 9-12, one ESL teacher (N = 1), one counselor (N = 1), and three administrators (N = 3) in one suburban school with a culturally and linguistically diverse student population. Qualitative data was collected through interviews. Results indicated that teachers lacked the necessary pedological skills and training to effectively instruct ELLs. Furthermore, the study revealed that current practices at ...


Supporting Young Children Of Immigrants In Prek-3, 2019 Bank Street College of Education

Supporting Young Children Of Immigrants In Prek-3

Occasional Paper Series

This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve.


The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. McCloskey 2019 City University of New York / University of Haifa

The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey

Occasional Paper Series

In this study, we offer an analysis of the phrase the "soft bigotry of low expectations" and considers its role in rhetoric about U.S. mathematics education policy and practice, especially in regards to Critical Mathematical Inquiry. From the phrase’s origins in a speech given by President George W. Bush in 2000, to its current use on social media, this phrase offers a lens into white supremacy and "tools of whiteness" (Picower, 2009), and their persistence in U.S. schooling paradigms, especially about mathematics. We analyze specific, recent instantiations of the phrase on blogrolls and Twitter, in addition to ...


In Jen’S Shoes – Looking Back To Look Forward: An Autoethnographic Account, Jennifer L. Sze, Jane Southcott 2019 Monash University, Australia

In Jen’S Shoes – Looking Back To Look Forward: An Autoethnographic Account, Jennifer L. Sze, Jane Southcott

The Qualitative Report

This paper discusses the monumental events in my life that have shaped my two professional identities, teacher and researcher. I used autoethnography as a research methodology to traverse my personal life narratives across two different countries: Vietnam and Australia to seek and to examine my dual cultural identities, and how they shaped me. I am a passionate teacher who believes that teaching can change the world through the causes that I care about such as anti-racism and equity in education for students from all backgrounds. In this case study, data were collected by semi-structured interview and reflection on journals. Data ...


Parents’ Perspectives Of Cultural Competence In Schools: The Initial Development Of The Culturally Competent School Community Scale, Aijah Kai Baruti Goodwin 2019 Louisiana State University and Agricultural and Mechanical College

Parents’ Perspectives Of Cultural Competence In Schools: The Initial Development Of The Culturally Competent School Community Scale, Aijah Kai Baruti Goodwin

LSU Master's Theses

Diversity in school settings is continuously changing with an increase of minority students in the United States school systems. The present study uses a phenomenological approach to gain parents’ experiences related to culturally responsive and competent practices in their child(ren)’s schools. Interviews were conducted with 10 culturally diverse parents with children in preschool and/or elementary school. The interviews were transcribed verbatim, coded for common themes and analyzed for the frequency and prevalence of the themes in preschool vs. elementary school settings. An analysis of the interviews revealed 6 themes related to culturally competent and responsive practices in ...


Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. 2019 Molloy College

Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

Over a decade ago, Morse (﴾2000)﴿ suggested that through collaboration, “educators will recognize they are not alone in searching for new modes of human exchange,” noting as well that “rejecting collaboration is not an option” (﴾p. xi)﴿. The complex challenges that English language learners (﴾ELLs)﴿ and their educators encounter on a daily basis with the implementation of new learning standards calls for a collaborative approach to instruction so teachers are better able to pool their talents and resources and offer the best possible learning experiences to ELLs. More specifically, the Common Core Learning Standards (﴾CCLS)﴿—what the Common Core State ...


Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. 2019 Molloy College

Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

There is much concern among ESOL, grade level, and content area teachers since the changes to the New York State Commissioner’s Regulations Part 154, which govern programs for PK–12 English language learners (ELLs), have taken effect. The revised regulations have established integrated services in English as a new language (ENL), in which much of the instruction for ELLs takes place in general education classes. Educators throughout the state are filled with apprehension about this shift in practice. There are many misgivings among teachers about several issues: configuring classes for co-teaching, the changing roles and responsibilities of ESOL teachers ...


Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. 2019 Molloy College

Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

Research on school improvement over the last decade has identified several efforts to implement program innovations to increase student achievement for English learners (ELs). Some schools have been found more successful than others in implementing exceptional models of instruction to meet or exceed student achievement expectations for linguistically diverse students. In order to investigate the factors that influence the establishment of a successful program for ELs, we examined the process of implementing an integrated, collaborative service delivery model of instruction for English learners in a New York suburban elementary school.


Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. 2019 Molloy College

Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Maria Dove

Over a decade ago, Morse (﴾2000)﴿ suggested that through collaboration, “educators will recognize they are not alone in searching for new modes of human exchange,” noting as well that “rejecting collaboration is not an option” (﴾p. xi)﴿. The complex challenges that English language learners (﴾ELLs)﴿ and their educators encounter on a daily basis with the implementation of new learning standards calls for a collaborative approach to instruction so teachers are better able to pool their talents and resources and offer the best possible learning experiences to ELLs. More specifically, the Common Core Learning Standards (﴾CCLS)﴿—what the Common Core State ...


Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. 2019 Molloy College

Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Maria Dove

Research on school improvement over the last decade has identified several efforts to implement program innovations to increase student achievement for English learners (ELs). Some schools have been found more successful than others in implementing exceptional models of instruction to meet or exceed student achievement expectations for linguistically diverse students. In order to investigate the factors that influence the establishment of a successful program for ELs, we examined the process of implementing an integrated, collaborative service delivery model of instruction for English learners in a New York suburban elementary school.


Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. 2019 Molloy College

Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Maria Dove

There is much concern among ESOL, grade level, and content area teachers since the changes to the New York State Commissioner’s Regulations Part 154, which govern programs for PK–12 English language learners (ELLs), have taken effect. The revised regulations have established integrated services in English as a new language (ENL), in which much of the instruction for ELLs takes place in general education classes. Educators throughout the state are filled with apprehension about this shift in practice. There are many misgivings among teachers about several issues: configuring classes for co-teaching, the changing roles and responsibilities of ESOL teachers ...


Getting To What Is: Poetry As A Genre Of Access For Multilingual Learners, Audrey A. Friedman, Joelle M. Pedersen, Chris K. Bacon 2019 Boston College

Getting To What Is: Poetry As A Genre Of Access For Multilingual Learners, Audrey A. Friedman, Joelle M. Pedersen, Chris K. Bacon

Teaching/Writing: The Journal of Writing Teacher Education

This paper explores the poetry writing of 15, multilingual ninth graders to construct a practitioner framework for analyzing writing as discourse with multilingual learners (MLs). Grounded in an understanding of poetry as a genre of access for both teachers and students, we asked: How does poetry—read as a specific, situated discourse—reveal linguistic and cultural competence among MLs in an urban, high-school classroom?

Using four tools of Critical Discourse Analysis—situated meaning, significance building, connections building, and identity building—we analyzed student poetry produced via an online mentoring platform. Through applying these lenses, three major themes emerged, which structured ...


An English Learner As A Cultural Broker For Youth Interviews, Cynthia C. Reyes 2019 University of Vermont

An English Learner As A Cultural Broker For Youth Interviews, Cynthia C. Reyes

The Qualitative Report

In the field of student voice, listening is a notion that is made more complex when related to student participation and agency. To listen to who English learners are requires a reframing of these students against the deficit discourse that is often used to describe their linguistic competencies. Discourse analysis is employed to examine the translanguaging experiences of an adolescent English learner who assisted the researcher in interviews with his peers. This empirical piece asks the question of what researchers can learn when employing the use of students as brokers when conducting interviews. Translanguaging is considered an element of cultural ...


Indonesian Adolescents Experience Of Parenting Processes That Positively Impacted Youth Identity, Enung Hasanah, Zamroni Zamroni, Achmad Dardiri, Supardi Supardi 2019 Education Science, Postgraduate Program, Yogyakarta State University

Indonesian Adolescents Experience Of Parenting Processes That Positively Impacted Youth Identity, Enung Hasanah, Zamroni Zamroni, Achmad Dardiri, Supardi Supardi

The Qualitative Report

Javanese culture has particular characteristics in terms of parenting, where parents have a higher position than that of their children as a whole. On the other hand, Javanese adolescents are like teenagers in general, where they need freedom of thought and expression during the process of developing adolescent identity. Both of these conditions pose problems for educators and parents about how to do appropriate care for Javanese adolescents from the teenager’s perspective in order to get a meeting point. Research on the practice of parenting in Javanese culture about the perspective of adolescents is still very rare. In the ...


Co-Teaching: 201, How To Support Ells, Andrea Honigsfeld Ed.D., Maria Dove Ed.D. 2019 Molloy College

Co-Teaching: 201, How To Support Ells, Andrea Honigsfeld Ed.D., Maria Dove Ed.D.

Maria Dove

Many general education classroom teachers and English as a Second Language (ESL) specialists find themselves sharing classroom space as well as responsibilities for planning instruction, teaching, and assessing English Language Learners (ELLs). This service delivery model may be called pushin, team teaching, inclusion, or co-teaching for ESL. Emerging literature on collaborative teaching practices to support ELLs (Pardini 2006; Zehr 2006), and personal experiences as ESL co-teachers and professional developers, have led us to devise guidelines to jumpstart co-taught lessons.


From Co-Teaching Partnership To Mentoring: Innovative Ways To Build Teacher Capacity, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maria G. Dove Ed.D. 2019 Molloy College

From Co-Teaching Partnership To Mentoring: Innovative Ways To Build Teacher Capacity, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maria G. Dove Ed.D.

Maria Dove

Picture a high school class that has English language learners (ELLs) from diverse cultural backgrounds with varied academic abilities and language proficiency levels. Now imagine that this class is being taught by a team of two teachers: one content-area teacher (English) and one English as a Second Language (ESL) specialist. Both teachers work together successfully to provide individualized instruction and support their students' language acquisition and content learning. The students are interested and actively involved in the lessons and are making consistent progress in terms of acquiring language proficiency an content knowledge.


Growing The Youth Of Tomorrow: Applying Leadership Skills In A Hands-On Effort For Food Security, Chasity D. Tompkins 2019 University of Georgia

Growing The Youth Of Tomorrow: Applying Leadership Skills In A Hands-On Effort For Food Security, Chasity D. Tompkins

National Youth-At-Risk Conference Savannah

The objective of the poster presentation is to highlight the development of student leadership and goal setting skills through 4-H. The collaborative effort with local school systems and the County Extension Offices provides a strong foundation to pursue student growth outside of the classroom. This presentation benefits school officials and community partners.


Treating Latent Tuberculosis Infection In Newly Arriving Refugees: An Advanced Practice Nurse Initiative At The University Of Louisville Global Health Center, Linda Goss, Dawn Balcom, Karen Mutsch, Ruth Carrico, Rahel Bosson 2019 University of Louisville

Treating Latent Tuberculosis Infection In Newly Arriving Refugees: An Advanced Practice Nurse Initiative At The University Of Louisville Global Health Center, Linda Goss, Dawn Balcom, Karen Mutsch, Ruth Carrico, Rahel Bosson

Journal of Refugee & Global Health

Background: A review of newly arriving refugees referred to the local health department for latent tuberculosis infection (LTBI) treatment during 2013-2015 revealed a treatment gap of 73%, supporting the need to identify new approaches to treat vulnerable populations and mirrored results in the literature.

Objectives: 1) Describe an advanced practice registered nurse (APRN) led alternative approach to LTBI treatment in the refugee population; and 2) evaluate the impact of a 12-week regimen for LTBI on treatment acceptance, adherence and completion.

Methods: During the initial health screening visit, treatment options were provided for those identified with LTBI consisting of either a ...


Reasons For Vaccine Declination In Healthy Individuals Attending An International Vaccine And Travel Clinic, Timothy L. Wiemken, Julio A. Ramirez, Ruth M. Carrico 2019 Saint Louis University

Reasons For Vaccine Declination In Healthy Individuals Attending An International Vaccine And Travel Clinic, Timothy L. Wiemken, Julio A. Ramirez, Ruth M. Carrico

Journal of Refugee & Global Health

Little is known about the vaccine-related health behaviors of healthy individuals. We surveyed healthy individuals attending a vaccine center to define the reasons behind vaccine declination when the vaccine is warranted under current guidance. Declination due to perceived risks of the vaccines were by far the most common rationale, suggesting continued need for public health educational campaigns.


Digital Commons powered by bepress