Cambio Center eBriefs (MU)
https://hdl.handle.net/10355/52815
2024-03-29T07:15:26ZDeveloping Inclusive Multilingual Family Literacy Projects
https://hdl.handle.net/10355/84302
Developing Inclusive Multilingual Family Literacy Projects
Dorner, Lisa M.; Bonney, Edwin; Trigos-Carrillo, Lina; Song, Kim; Kim, Sujin
"Our Multilingual Family Literacy Project was designed in collaboration with a language immersion school in the Midwest that we call the Spanish Immersion Elementary School (SIES). At the time of our partnership, SIES was a one-way or foreign-language immersion school serving kindergarten to fifth grades. Providing the majority of instruction in Spanish through second grade (at which point students attended an English Language Arts class each day), SIES was designed primarily for native English speakers to learn and study their content material in Spanish. However, with a diverse population that included many native Spanish speakers as well as African American youth, there was not one dominant home language across the student body (see Figure 1). The school was rich in language varieties and cultural diversity. Ultimately, SIES aimed to graduate biliterate students with academic proficiency in Spanish and English, and they wanted to develop a family literacy project that honored and built upon families’ backgrounds and languages. In turn, we worked with SIES to develop a Multilingual Family Literacy Project, which included one major introductory event for the entire school and a series of workshops for a small number of families. In contrast to traditional family literacy programs, our project was designed with the following ethos."--Page 2.
"October 2018"
2018-01-01T00:00:00ZExamining Storylines of Emergent Bilinguals in Algebra Textbooks
https://hdl.handle.net/10355/84301
Examining Storylines of Emergent Bilinguals in Algebra Textbooks
De Araujo, Zandra; Smith, Erin; Dwiggins, Amy
"The purpose of our study was to examine the resources and suggested pedagogical strategies provided in high school algebra teacher’s guides. In particular, we wanted to understand how the resources and pedagogy aligned, or not, with those provided in mathematics education research. We chose three high school algebra textbooks from major publication houses (Glencoe, Holt-McDougall, and Pearson, pictured respectively to the left). The decision to focus on algebra was due to its position as a “gatekeeper for [U.S.] citizenship” (Moses & Cobb, 2001, p. 14)."--Page 2.
"October 2018."
2018-01-01T00:00:00ZThe outstanding opportunities, but persistent challenges, of dual language education
https://hdl.handle.net/10355/57433
The outstanding opportunities, but persistent challenges, of dual language education
Dorner, Lisa M.
As highlighted in the Cambio Center's November 2015 e-brief, dual language (DL) education programs are growing exponentially in the United States. (See the latest report from the Department of Education.) By some accounts, these programs -- especially two-way immersion models that integrate students from two different language backgrounds and use both languages in the classroom -- are the "astounding" answer to desegregating our schools, preparing children for a transnational world, and developing smarter thinkers. However, scholars like Nelson Flores remind us that the politics of language education and history of racism in U.S. schools make it very difficult to realize the "rich promise" of DL education for all students, especially those from minoritized groups. This e-brief will review research that documents the outstanding opportunities that DL programs provide, as well as introduce some of their persistent challenges.
Article
2016-01-01T00:00:00ZWhat is dual language education?
https://hdl.handle.net/10355/52835
What is dual language education?
Dorner, Lisa M.
Recently, the U.S. Congress made a bipartisan request for a national commission to study the state of language education in the United States. After an era of declining availability of foreign language education for the general public and fewer bilingual programs for children from immigrant families, this kind of request may mark an important shift in thinking about the importance of multilingualism and related education initiatives. This changing discourse is coming not only from our leaders, but also from local policymakers and community members. From Delaware to North Carolina to Utah, there has been exponential growth of dual language (DL) education programs since the 1990s. But what exactly are dual language programs? And what are the promises and possibilities of this unique model of education? This Cambio eBrief will focus on defining DL programs and who they serve, and a subsequent brief will focus on the promises and possibilities of dual language education.
Article
2015-01-01T00:00:00Z