Teaching English language learner students in US mainstream schools: Intersections of language, pedagogy, and power

This study explored to what extent two groups of mainstream teachers in the midwestern region of the USA with differing degrees of English Language Learner (ELL) specific universitypreparation reportedly engaged in practises that incorporated the native languages (L1) of ELL students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting L1 use in instruction as well as challenges identified in implementing this practise. The study utilized a mixed-method design that included analyses of survey data from a quantitative study (n=227) and qualitative analyses of teacher discourse from course documents and open-ended survey questions. Findings indicated that while both groups of teachers reportedly engaged in practises that promoted L1 use in instruction to some extent, teachers with at least three courses of ELL-specific university preparation appeared to engage in these practises to a much greater extent than those without such preparation. This paper explores the implications of results from this study for teacher education programmes in the USA with the responsibility of preparing teachers to effectively serve growing numbers of culturally and linguistically diverse student populations

"We Don't Do That Here": Calling Out Deficit Discourse in the Writing Center to Reframe Multilingual Graduate Support

Over the years, as writing center tutors, graduate assistants, and administrators, we have witnessed the challenges facing multilingual graduate student writers on their quest for academic writing support. We have spent our time researching campus resources only to find that holistic (and whole-istic) approaches to working with the particular needs of graduate multilingual writers (GMLWs) are lacking. One common narrative that we witness repeatedly is concerned with GMLWs: the “we don’t do grammar” frame that many writing centers endorse. In the example from narrative one, which is based on a client with whom Erica has been working, Yifan left embarrassed, as she was made to feel like she had been using the writing center fraudulently. In Erica’s next meeting with Yifan, she explained why writing centers are so resistant to changing this frame for their work. While her explanation may have mediated Yifan’s embarrassment somewhat, Yifan was still hesitant to work with anyone besides Erica. A similar sense of guilt and embarrassment is felt by Sam, the tutor in narrative three, who focuses on local concerns in longterm, high stakes projects that graduate students typically bring to the center. All three narratives echo what we identify as particular obstacles faced not only by our GMLWs when seeking out resources to improve their communication skills, but also by tutors and administrators who wish to identify best practices in serving multilingual students.University Writing Cente

Haitian Immigrants\u27 Information Needs and Behaviors: Libraries, Information Professionals and Haitians in the United States

Haitian immigrants are a socially excluded growing demographic in the United States that deals with racism, anti-immigrant sentiment, anti-Haiti rhetoric, and language barriers. Information professionals need to understand Haitian information behavior, their cultural preferences, and barriers in order to successfully fulfill their information needs. This article examines other disciplines’ relevant and scholarly research literature on Haitian immigrants in the United States to discover their trends of information behavior and barriers so that the Library and Information Science field can create effective information pathways to support their community. Haitian immigrants turn to their families and trusted individuals for their information needs, due to their high-context oral culture. They utilize the radio and ICT networks to connect transnationally. The challenges to their information needs include information overload, language barriers, a bias for face-to-face communication, racism, and culture clash issues. Information professionals can mitigate these barriers by providing outreach, access, excellent programming, bilingual resources and reference, and culturally competent staff. Keywords: Haitian immigrants, libraries, Haiti, information needs, information behaviors, social inclusion, United State

A Case Study on Critical Consciousness in Dual Language Bilingual Education

This ethnographic case study explores how dual language bilingual education (DLBE) educators understand, enact, and acquire their perceptions of and tools to educate for critical consciousness, especially in relation to culturally and linguistically diverse students who are often labeled as “emergent bilinguals”, “native Spanish speakers” and/or “ELLs”. The present study responds to Cervantes-Soon’s (2014) call for attention to critical consciousness in DLBE. Hence, the purpose is to gain insight into the role of critical consciousness in DLBE educators’ work. The findings inform practitioners’ as well as scholars’ work, and lend insight for those who study critical consciousness, social justice in education, and/or DLBE programming

Programming Family Literacy: Tensions and Directions

This paper explores the following questions related to family literacy programs: How is family literacy linked with family literacy programs? What are the theoretical frameworks supporting the various models educators and researchers are using in their pedagogical approaches to family literacy programs? As these questions are explored several tensions and directions in programming family literacy become apparent. By examining the various models in this way, family literacy providers and others interested in family and community literacy may be better equipped to evaluate the underlying principles of the programs they use and thereby make informed choices with regard to programming

Teachers' preparation and perspectives toward native language use in the classroom

This file was last viewed in Adobe Reader X.This ethnographic case study investigates teacher preparation in educating English language learners (ELLs) and how it relates to perspectives and attitudes toward the use of students' native language (L1) in the classroom for academic and social purposes. The nine participants consisted of preschool through fifth grade teachers including two music teachers. Each completed a survey to report their perspectives toward the maintenance of students' native language. Teachers rated the level of responsibility they feel they have for maintaining students' native language in addition to responding to statements about their practical uses of students' L1 in the classroom. Survey responses were reviewed to look for underlying trends in perspectives. Subsequently, all participants were interviewed individually to discuss their preparation for working with ELLs as well as to elaborate on their survey responses. Results of this case study demonstrate a favorable attitude of mainstream teachers toward using students' native language in the classroom, despite a lack of preparation or training in the education of ELLs and a vague vision from the administration regarding culturally relevant practices. It was found that teachers' attitudes were influenced by family background, self-efficacy, and views on bilingual education as it impacts teacher allocations across the district. Despite participants' support for L1 in the classroom, this study found that most teachers did not put this ideology into practice in their own classroom. This study mirrors other research demonstrating a need for improved professional development for mainstream teachers