This multiple case study investigates four science teachers’ experiences of boundary crossing thr... more This multiple case study investigates four science teachers’ experiences of boundary crossing through participation in an ESOL (English to Speakers of Other Languages) professional development program and the extension of their identity as ESOL/language teachers. The study examines how science teachers transform into science and language teachers by exploring teachers’ disciplinary identity, their adoption of a new extended professional identity, and the mismatch between their new identity and its enactment in science classrooms. Through classroom observations, interviews, and document analysis, this study finds that the secondary science educators had a flexible disciplinary identity, and thus, adopted a new professional identity as ESOL/language teacher without strong resistance. However, their extended identity was not enacted in their classrooms. For successful transformation of science teachers into science and ESOL teachers, contextual adjustment and a continuous support syste...
International Journal of Bilingual Education and Bilingualism, 2020
ABSTRACT Despite efforts to adopt inclusive education practices and foster cultural competence in... more ABSTRACT Despite efforts to adopt inclusive education practices and foster cultural competence in classrooms across the globe, adequate training and shifts in teachers’ mindsets frequently seem to lag behind. Studies continue to find that teachers in a variety of contexts hold negative views of culturally and linguistically diverse (CLD) families. Individual teachers’ attitudes and perspectives may take on more primacy in schools where CLD populations are relatively low and thus targeted interventions and policies to support multicultural and multilingual learners are not in place. This study applied culturally and linguistically responsive teaching frameworks to explore perceptions about CLD students among mainstream early childhood educators—an under-researched group that plays a pivotal role in children’s language and identity development—in the rapidly diversifying country, South Korea. Our qualitative analysis of interviews with nine teachers revealed a tendency toward monolingual, Korean-centered ideology and deficit-oriented views that pathologized multilingualism with some exceptions where few teachers showed openness to languages other than Korean. These findings have implications for teacher training programs and highlight some of the challenges to realizing genuinely inclusive education for CLD children in South Korea.
The authors share an adaptable curriculum for apprenticing elementary preservice teachers into di... more The authors share an adaptable curriculum for apprenticing elementary preservice teachers into disciplinary language and literacy instruction.
Journal of Multilingual and Multicultural Development, 2019
Multi/bilingual education has been found to have the potential to provide more equitable educatio... more Multi/bilingual education has been found to have the potential to provide more equitable education for linguistic minority students; nevertheless, these students have not fully benefitted from it due to unequal power dynamics and Englishdominant language ideologies. While bilingual programmes in secondary schools remain extremely rare in the US, the Bilingual Diploma in the International Baccalaureate Diploma Programme offers a high school level bilingual curriculum and fosters heritage language education and multiculturalism. This study examines how advanced bilingual education in one International Baccalaureate Diploma Programme in a US high school served linguistic minority students' specific needs by establishing an institutional structure promoting heritage language learning, which significantly empowered those students by overcoming deficit-oriented ideologies.
Literacy Research: Theory, Method, and Practice, 2019
This study explores the language ideologies of preservice teachers (PTs) in undergraduate English... more This study explores the language ideologies of preservice teachers (PTs) in undergraduate English for Speakers of Other Languages courses. In particular, it examines 200 PTs’ written reflections to better understand how they conceptualize the role of language in their lives and how they use their experiences to make sense of linguistic diversity in the K–12 classroom. Using the tenets of grounded theory and the interpersonal metafunction of systemic functional linguistics, four themes emerged from the analysis: (1) messages received from parents or guardians about “proper” language use, (2) the impact of language on their identity development, (3) the significance of direct experiences on language acceptance, and (4) the acknowledgment yet perpetuation of linguistic discrimination. Implications include the need to integrate more linguistically responsive approaches to working with English learners in PT education curricula.
Self-esteem is often invoked in scholarly literature and popular belief alike as contributing pos... more Self-esteem is often invoked in scholarly literature and popular belief alike as contributing positively to academic achievement in immigrant youth. Yet, research exploring this link is sparse and findings are mixed. This article reports on a 5-year-long ethnographic case study exploring the educational path of a college-bound Latino adolescent in one southeastern U.S. new immigrant community in which the student’s high self-esteem appeared to have a negative influence on academic achievement. The study traces how high self-esteem caused the student to disregard negative feedback regarding his academic performance and focus his attention instead on excelling in extracurricular pursuits, particularly athletics. The study also finds that educators gave mixed messages about achievement that reinforced the student’s high self-esteem but contributed to low academic expectations and outcomes. In all, it suggests the need to reexamine the assumed link between high self-esteem and academic ...
Heritage language (HL) learning has been known as essential to transmission of cultural values, f... more Heritage language (HL) learning has been known as essential to transmission of cultural values, familial and social bonds, and children’s potential academic and professional advancement. Nevertheless, social pressures of linguistic assimilation have made HL education difficult for many migrant families across the globe. HL transmission to younger generations is particularly challenging in damunhwa [multiculture] families in South Korea since the ethnolinguistic minority women from developing countries are pressured to acquire Korean rapidly and use Korean only with their children for faster integration to the mainstream society and to avoid discrimination in this traditionally homogenous country. Our qualitative analysis of in-depth interviews of 9 migrant mothers with various geographical, socioeconomic, and education backgrounds reveals that they exerted their agency in navigating and negotiating their available capital and the constraining language ideologies to promote HL educat...
Purpose Simulation technology has been used as a viable alternative to provide a real life settin... more Purpose Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students. Design/methodology/approach Using an embedded single case study, three PSTs’ teaching simulations and interviews were collected and analyzed. Findings This study found PST participants made meaningful connections between theory and practices of culturally and linguistically responsive teaching, particularly by connecting academic concepts to students’ life experiences, promoting cultural diversity, using instructional scaffolding and creating a safe environment. Nevertheless, they needed further improvement in incorporating cultural diversity into ...
This multiple case study investigates four science teachers’ experiences of boundary crossing thr... more This multiple case study investigates four science teachers’ experiences of boundary crossing through participation in an ESOL (English to Speakers of Other Languages) professional development program and the extension of their identity as ESOL/language teachers. The study examines how science teachers transform into science and language teachers by exploring teachers’ disciplinary identity, their adoption of a new extended professional identity, and the mismatch between their new identity and its enactment in science classrooms. Through classroom observations, interviews, and document analysis, this study finds that the secondary science educators had a flexible disciplinary identity, and thus, adopted a new professional identity as ESOL/language teacher without strong resistance. However, their extended identity was not enacted in their classrooms. For successful transformation of science teachers into science and ESOL teachers, contextual adjustment and a continuous support syste...
International Journal of Bilingual Education and Bilingualism, 2020
ABSTRACT Despite efforts to adopt inclusive education practices and foster cultural competence in... more ABSTRACT Despite efforts to adopt inclusive education practices and foster cultural competence in classrooms across the globe, adequate training and shifts in teachers’ mindsets frequently seem to lag behind. Studies continue to find that teachers in a variety of contexts hold negative views of culturally and linguistically diverse (CLD) families. Individual teachers’ attitudes and perspectives may take on more primacy in schools where CLD populations are relatively low and thus targeted interventions and policies to support multicultural and multilingual learners are not in place. This study applied culturally and linguistically responsive teaching frameworks to explore perceptions about CLD students among mainstream early childhood educators—an under-researched group that plays a pivotal role in children’s language and identity development—in the rapidly diversifying country, South Korea. Our qualitative analysis of interviews with nine teachers revealed a tendency toward monolingual, Korean-centered ideology and deficit-oriented views that pathologized multilingualism with some exceptions where few teachers showed openness to languages other than Korean. These findings have implications for teacher training programs and highlight some of the challenges to realizing genuinely inclusive education for CLD children in South Korea.
The authors share an adaptable curriculum for apprenticing elementary preservice teachers into di... more The authors share an adaptable curriculum for apprenticing elementary preservice teachers into disciplinary language and literacy instruction.
Journal of Multilingual and Multicultural Development, 2019
Multi/bilingual education has been found to have the potential to provide more equitable educatio... more Multi/bilingual education has been found to have the potential to provide more equitable education for linguistic minority students; nevertheless, these students have not fully benefitted from it due to unequal power dynamics and Englishdominant language ideologies. While bilingual programmes in secondary schools remain extremely rare in the US, the Bilingual Diploma in the International Baccalaureate Diploma Programme offers a high school level bilingual curriculum and fosters heritage language education and multiculturalism. This study examines how advanced bilingual education in one International Baccalaureate Diploma Programme in a US high school served linguistic minority students' specific needs by establishing an institutional structure promoting heritage language learning, which significantly empowered those students by overcoming deficit-oriented ideologies.
Literacy Research: Theory, Method, and Practice, 2019
This study explores the language ideologies of preservice teachers (PTs) in undergraduate English... more This study explores the language ideologies of preservice teachers (PTs) in undergraduate English for Speakers of Other Languages courses. In particular, it examines 200 PTs’ written reflections to better understand how they conceptualize the role of language in their lives and how they use their experiences to make sense of linguistic diversity in the K–12 classroom. Using the tenets of grounded theory and the interpersonal metafunction of systemic functional linguistics, four themes emerged from the analysis: (1) messages received from parents or guardians about “proper” language use, (2) the impact of language on their identity development, (3) the significance of direct experiences on language acceptance, and (4) the acknowledgment yet perpetuation of linguistic discrimination. Implications include the need to integrate more linguistically responsive approaches to working with English learners in PT education curricula.
Self-esteem is often invoked in scholarly literature and popular belief alike as contributing pos... more Self-esteem is often invoked in scholarly literature and popular belief alike as contributing positively to academic achievement in immigrant youth. Yet, research exploring this link is sparse and findings are mixed. This article reports on a 5-year-long ethnographic case study exploring the educational path of a college-bound Latino adolescent in one southeastern U.S. new immigrant community in which the student’s high self-esteem appeared to have a negative influence on academic achievement. The study traces how high self-esteem caused the student to disregard negative feedback regarding his academic performance and focus his attention instead on excelling in extracurricular pursuits, particularly athletics. The study also finds that educators gave mixed messages about achievement that reinforced the student’s high self-esteem but contributed to low academic expectations and outcomes. In all, it suggests the need to reexamine the assumed link between high self-esteem and academic ...
Heritage language (HL) learning has been known as essential to transmission of cultural values, f... more Heritage language (HL) learning has been known as essential to transmission of cultural values, familial and social bonds, and children’s potential academic and professional advancement. Nevertheless, social pressures of linguistic assimilation have made HL education difficult for many migrant families across the globe. HL transmission to younger generations is particularly challenging in damunhwa [multiculture] families in South Korea since the ethnolinguistic minority women from developing countries are pressured to acquire Korean rapidly and use Korean only with their children for faster integration to the mainstream society and to avoid discrimination in this traditionally homogenous country. Our qualitative analysis of in-depth interviews of 9 migrant mothers with various geographical, socioeconomic, and education backgrounds reveals that they exerted their agency in navigating and negotiating their available capital and the constraining language ideologies to promote HL educat...
Purpose Simulation technology has been used as a viable alternative to provide a real life settin... more Purpose Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students. Design/methodology/approach Using an embedded single case study, three PSTs’ teaching simulations and interviews were collected and analyzed. Findings This study found PST participants made meaningful connections between theory and practices of culturally and linguistically responsive teaching, particularly by connecting academic concepts to students’ life experiences, promoting cultural diversity, using instructional scaffolding and creating a safe environment. Nevertheless, they needed further improvement in incorporating cultural diversity into ...
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