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Deroo, Matthew R.; Ponzio, Christina M. – Journal of Language, Identity, and Education, 2023
Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs' multimodal compositions, reflective writing about their coursework, and…
Descriptors: Multilingualism, Metalinguistics, Preservice Teachers, Teacher Education Programs
Fu, Shuang; Harman, Ruth; Aubain, Yamileth – Journal of Language, Identity, and Education, 2023
This paper examines how two language educators of color developed critical multilingual language awareness (CMLA) in a combined youth participatory action research and teacher education program. Specifically, as a multilingual and diverse group of educators, we chose to use Latin@/o Critical Theory (LatCrit) as our methodology to align with the…
Descriptors: Language Teachers, Minority Group Teachers, Action Research, Participatory Research
de Oliveira, Luciana C.; Jones, Loren; Smith, Sharon L. – Journal of Language, Identity, and Education, 2023
Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six…
Descriptors: Multilingualism, Teaching Methods, Grade 1, Elementary School Teachers
"Who We Are Today": Latinx Youth Perspectives on the Possibilities of Being Bilingual and Bicultural
Newcomer, Sarah N. – Journal of Language, Identity, and Education, 2020
This article investigates the perspectives of seven adolescent Latinx students in relation to being bilingual and bicultural, and to their former K-8 elementary school, which offered a variety of culturally sustaining practices, including campus-wide use of both Spanish and English and a dual language program. Within this qualitative case study,…
Descriptors: Bilingualism, Biculturalism, Student Attitudes, Hispanic American Students
Durán, Leah – Journal of Language, Identity, and Education, 2020
This research employs a language ideologies framework to examine the language practices and beliefs of bilingual first grade students in an ESL classroom, in which the teacher valued and encouraged Spanish and translingual talk and writing. Using ethnographic methods of data collection and analysis, the findings pointed to the influence of both…
Descriptors: Grade 1, Elementary School Students, Bilingualism, Language Attitudes
Freire, Juan A. – Journal of Language, Identity, and Education, 2020
This study examined Spanish-English dual language (DL) K-6 teachers in collaborative professional development as they worked towards achieving the bicultural goal of DL education, beyond traditional interpretations, and incorporating sociopolitical consciousness as a fourth goal. These two principles are part of the transformational DL educational…
Descriptors: Biculturalism, Spanish, English (Second Language), Second Language Learning
Banes, Leslie C.; Ambrose, Rebecca C.; Bayley, Robert; Restani, Rachel M.; Martin, Heather A. – Journal of Language, Identity, and Education, 2018
This mixed-method study examines the relationship between classroom discussion and student performance in twenty 3rd and 4th grade classrooms in northern California with 50% English language learners (ELLs). Discussions were scored on features including use of multiple approaches for solving problems, students' opportunities to speak, equitable…
Descriptors: Mathematics Instruction, Elementary School Students, Mathematics Tests, Problem Solving
García-Mateus, Suzanne; Palmer, Deborah – Journal of Language, Identity, and Education, 2017
Research suggests that identity matters for school success and that language and identity are powerfully intertwined. A monolingual solitudes understanding of bilingualism undermines children's bilingual identities, yet in most bilingual education classrooms, academic instruction is segregated by language and children are encouraged to engage in…
Descriptors: Bilingual Education Programs, Code Switching (Language), Second Language Learning, Second Language Instruction