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Measuring Complex Features of Science Instruction: Developing Tools to Investigate the Link Between Teaching and Learning
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 2) |
| Halaman | : | 285-322 |
| Abstrak | : | - |
How two emergent bilingual students from refugee families make inferences with more and less culturally relevant texts during read-alouds
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1112-1135 |
| Abstrak | : | This study explored how two emergent bilinguals (EBs) from refugee families made inferences with more and less culturally relevant texts. The study took place in a third-grade pull-out small group class in a Midwestern U.S. city. Data included video-recordings and transcripts of all 12 read-aloud discussion lessons of four books, interviews with the teacher and students, and children`s and teacher`s cultural relevance ratings for each book. The Construction-Integration Model guided our coding, for which we identified focal students` (a) inferences, (b) use of text information in the inference process, (c) use of background knowledge in the inference process, and (d) inference coherence or incoherence. Using constant comparative analysis, we found three themes. (1) While students generally made more coherent inferences when the text was more culturally relevant, how they used text information and their background knowledge intersected with particular dimensions of cultural relevance ratings, such as experiences. (2) Students still tried to use text information and background knowledge to construct situation models when the book was less culturally relevant, but it was sometimes more difficult to construct a coherent situation model with these books due to the mismatch between the text information and the students` background knowledge. (3) Sometimes students constructed situation models that did not align with their teacher`s situation model, likely due to the culturally situated nature of background knowledge. Implications include that teachers should get to know students` nuanced backgrounds, then choose texts that are culturally relevant (especially for experiences) to support EB`s inference construction-integration process. |
Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures
| Pengarang | : | Esmonde, Indigo |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 2) |
| Halaman | : | 247-284 |
| Abstrak | : | - |
Optical Pulsars and Black Arrows: Discoveries as Occasioned Productions
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 2) |
| Halaman | : | 200-246 |
| Abstrak | : | - |
Conducting Design Experiments to Support Teachers Learning A Reflekction From the Field
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 2) |
| Halaman | : | 165-199 |
| Abstrak | : | - |
Humanizing classroom management as a core practice for teachers of multilingual students
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1087-1111 |
| Abstrak | : | Developing humanizing, culturally and linguistically responsive and justice-oriented classroom management practices require integrating robust theoretical principles with practice-based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual students. Using a participatory, dialogic research design, we draw on data from team meetings, teacher interviews, and classroom observations to describe how NTs reflected on and enacted the CP Building a Positive Learning Environment in their daily work and how it helped humanize their practice. Findings indicate that NTs positioned multilingual students as individuals with complex academic, social-emotional, linguistic, and behavioral strengths and needs; and enacted classroom management practices that were consistent, clear, culturally and linguistically responsive, and social-emotionally supportive. We discuss how CPs may help NTs attend to these aspects of classroom management for multilingual students and develop practices that are humanizing. |
In Defense of Clarity in the Study of Personal Epistemology
| Pengarang | : | Sandoval, William A. |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18-1, JANUARY-MARCH (No. 1) |
| Halaman | : | 150-162 |
| Abstrak | : | - |
“This is our country, too”: Embodied Experiences of and Resistance to Neo-nationalism in a Midwest School District
| Pengarang | : | Stephens, Crissa |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 3) |
| Halaman | : | 916-945 |
| Abstrak | : | Nationalist rhetoric is not new to the US political context of transnational migration (Johnson et al., 2018). However, the election cycle of 2016 amplified nationalist rhetoric and policy in new public spaces, including schools and classrooms. In this article, I analyze neo-nationalist discourse as voiced by the Trump Administration in and adjacent to language classrooms and general education classrooms in a predominantly White, Midwestern school district with growing demographics of students designated as English Language Learners (ELLs). Using intertextual and interdiscursive analysis (Fairclough, 1992) and embodied sociolinguistics (Bucholtz & Hall, 2016), I trace how neo-nationalist discourses entered the classrooms, homes, and, I argue, bodies of newly arrived, racialized, documented, and undocumented immigrant students. I demonstrate how such rhetoric and policy provoked physical manifestations of trauma coupled with resistance, showing how the circulation of neo-nationalist ideas contributed to ideological constructions of immigrant student and family identities along lines of race, immigration status, and language. Based on my findings, I center participants' lived knowledge and goals to argue that these moments demand response in schools and language education classrooms and offer implications for research, policy, and practice. |
“This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo-Nationalism in a Two-Way Immersion Program in the United States
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 3) |
| Halaman | : | 890-915 |
| Abstrak | : | Concurrent with the rise in U.S. neo-nationalism is the growing influx of im/migrant children in the nation's schools. This article explores how a group of eight K-3 Brazilian bilingual teachers in a Portuguese-English Two-Way Immersion (TWI) program in the United States interact with neo-nationalist discourses pertaining to the theme of immigration. Drawing on recent theorizing about the intersections of neo-nationalism, language, and bilingual education, this multi-year ethnographic study leverages multiple formal interviews and informal conversations with TWI educators to understand their perspectives and classroom practices. We found that most of the interviewed teachers were keenly aware that their im/migrant students regularly shared complex narratives of immigration in their classrooms, at times during whole-group instruction. However, these educators consistently evaded opportunities to engage in conversations about immigration with their students due to a range of perceived obstacles. The teachers also expressed willingness to eventually include a narrow range of “positive” or “neutral” images of immigration in their curriculum and instruction, which further decoupled issues of immigration from U.S. neo-nationalism. Findings bear implications for language education researchers and practitioners since they indicate how neo-nationalist discourses may shape elementary-school educators' orientations and daily moves within bilingual classrooms designed to better serve racialized bilingual students. |
Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content-Based EAP Program
| Pengarang | : | Morgan, Brian,Ahmed, Anwar |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 3) |
| Halaman | : | 859-889 |
| Abstrak | : | The plurality of nation in this title foregrounds the challenge of teaching a geopolitical entity whose survival depends on building emotional ties of belonging. These ties can be problematic in diverse societies in which collective identities compete for recognition. In Canada, nationhood tied to language and culture is claimed by French-speaking Quebecers; it is also invoked by many Western-Canadian politicians to express a growing alienation from Eastern Canada's perceived socio-economic dominance. In Canada's constitution, the term First Nations represents the indigenous peoples who are the country's original inhabitants. In this context, teaching the nation(s) is indeed challenging. In response, the authors adopt duoethnography as both research methodology and pedagogy in their content-based English for Academic Purposes (EAP) courses. They first explore their experiences and emotional attachments to nationhood, reflecting on their influences on teaching around language and citizenship. They then provide two EAP assignments as examples: The first is a course assignment in which students critically examine hyphenated national identities through duoethnographic inquiry. The second is called the Get Involved project, which examines service learning and citizenship. Both examples demonstrate the importance of critical affective literacies to expand the pedagogical repertoires of EAP teachers and students in a time of resurgent nationalism. |