# data[].attributes.body
Translanguaging is when a multilingual person's full linguistic repertoire is used and honored, instead of trying to keep narrowly focused on a single language.

# data[].attributes.body
How to accommodate Emergent Bilinguals in the classroom

# data[].attributes.headline
Raciolinguistics and the Education of Emergent Bilinguals Labeled as Disabled

# data[].attributes.subject
Raciolinguistics and the Education of Emergent Bilinguals Labeled as Disabled

# data[].attributes.body
Students language barriers are misconceived as a disability. Emergent bilingual students are characterized as having disabilities by school officials with little no input from the student or the family. The students can be characterized because of biases based on their language or ethnicity.

# data[].attributes.headline
How Can I support ELL's in My Classroom?

# data[].attributes.subject
How Can I support ELL's in My Classroom?

# data[].attributes.body
Provide a welcoming classroom environment

Know and include the student

Modify your speech

Provide opportunities for interaction

Support literacy development

Reading Instruction

Development of Writing Skills

Vocabulary Development

Build or Connect to Background Knowledge

Modify Texts

Provide a Framework for Understanding

Build autonomy by teaching learning strategies

Modify assessments

Adapting Tests

Using Alternate Forms of Assessment

Using Multiple Forms of Assessment

# data[].attributes.body
Translanguaging helps to improve students’ comprehension of subject area content and can be incorporated in many different ways in the classroom.

# data[].attributes.attachment_link.title
Academic benefit of translanguaging - MinneTESOL Journal

# data[].attributes.attachment_link.description
The following work builds an argument for translanguaging by looking at two key academic benefits for supporting translanguaging use in the classroom. Firstly, translanguaging helped multilingual learners comprehend and communicate about subject area content and, secondly, it improved their English proficiency by enabling them to make connections between their home language(s) and English.

# data[].attributes.headline
Case From 2009 Regarding High School Diploma From Another Country

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Case From 2009 Regarding High School Diploma From Another Country

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A girl graduated from high school in Venezuela. However, because she was under the age of 21 she was able to go back to high school in the United States.

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Mainstream Classrooms as Engaging Spaces for Emergent Bilinguals: SFL Theory, Catalyst for Change

# data[].attributes.subject
Mainstream Classrooms as Engaging Spaces for Emergent Bilinguals: SFL Theory, Catalyst for Change

# data[].attributes.body
Develop effective writing instruction for emergent bilingual learners.

# data[].attributes.attachment_link.readable_text
Abstract

This chapter discusses how a sustained collaboration among a principal, researchers and teachers supported a shift in the monolingual culture of an elementary school. Specifically, the study explores how a longitudinal professional development initiative supported monolingual teachers in developing effective writing instruction for emergent bilingual learners. Data was collected through participant-observation during the literacy block of three teachers who had emergent bilinguals in their classroom. Drawing on grounded theory, videotape transcripts and field notes were analyzed to characterize teachers' practices, and their emergent bilingual students' participation. Findings point to the ways in which their SFL-informed writing approach with its Teaching and Learning Cycle resulted in full participation of emergent bilinguals and the use of hybrid language practices in previously English-only classroom environments.

Keywords

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References

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Author information

Authors and Affiliations

Boston College, Boston, MA, USA

María Estela Brisk & Marcela Ossa Parra

Corresponding author

Correspondence to María Estela Brisk .

Editor information

Editors and Affiliations

Language and Literacy Department, University of Georgia, Athens, Georgia, USA

Ruth Harman

Copyright information

© 2018 Springer International Publishing AG

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Brisk, M.E., Parra, M.O. (2018). Mainstream Classrooms as Engaging Spaces for Emergent Bilinguals: SFL Theory, Catalyst for Change. In: Harman, R. (eds) Bilingual Learners and Social Equity. Educational Linguistics, vol 33. Springer, Cham. https://doi.org/10.1007/978-3-319-60953-9_7

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# data[].attributes.attachment_link.title
Mainstream Classrooms as Engaging Spaces for Emergent Bilinguals: SFL Theory, Catalyst for Change

# data[].attributes.attachment_link.description
This chapter discusses how a sustained collaboration among a principal, researchers and teachers supported a shift in the monolingual culture of an elementary school. Specifically, the study explores how a longitudinal professional development initiative supported monolingual teachers in developing effective writing instruction for emergent bilingual learners.

# data[].attributes.headline
Reclassification of emergent bilinguals with disabilities: the intersectionality of improbabilities

# data[].attributes.subject
Reclassification of emergent bilinguals with disabilities: the intersectionality of improbabilities

# data[].attributes.body
Emergent bilinguals are at a higher risk of not being reclassified as English proficient. Because they are emergent bilinguals their disabilities are missed. When they are unable to pass the assessment it is seen as them not knowing English, not because there is an underlying disability.

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Science Education for Young Emergent Bilinguals

# data[].attributes.subject
Science Education for Young Emergent Bilinguals

# data[].attributes.body
Many scholars have argued that, to provide equitable learning opportunities, teachers and teacher educators must recognize, appreciate, and incorporate into classroom practice these linguistic and cultural resources (Barton & Osborne, 2001; Buxton & Lee, 2010; Darling-Hammond, 2001; Dyson, 2005; Lee & Luykx, 2006; Moll, Amanti, Neff, & Gonzalez, 1992; Nieto, 2002; Rosebery & Warren, 2008). Content-based ESL provide instruction in English language while incorporating strategies that increase emergent bilinguals’ access to content. ESL pull-out models are also offered. With this method students spend part of the school day in a classroom and are regularly taken out to receive ESL instruction in another classroom. In ESL push-in or co-teaching models, ESL teachers work alongside their grade-level counterparts in the regular classroom.

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Abstract

Linguistic diversity among school-aged children in the United States has grown rapidly over the last 30 years, and this trend is expected to continue in the coming years. This chapter presents an overview of research on science education for young emergent bilinguals in preschool through third grade settings. This body of work provides important insights but also raises many questions about how science education unfolds and can be improved for children learning in a second or additional language in early childhood educational contexts. We begin with a brief discussion of the contexts in which (research on) science education for young emergent bilingual occurs. We then examine the empirical research, organizing our review along four dimensions that emerged as the main analytic foci across studies: curriculum development, teacher professional development, student outcomes, and classroom interaction. Across these four foci, hands-on and inquiry-based science education figures prominently, as does the integration of science education and English language development. We conclude by discussing implications of the research for educational practice, directions for future research, and the need for further integration of multiple perspectives on and methodological approaches in research on science educational processes and outcomes for emergent bilinguals and their teachers in early childhood educational contexts.

Keywords

Emergent bilingual

English language learners

Culturally and linguistically diverse (CLD)

Dual language learners

Science education

English language development (ELD)

Early childhood education

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Notes

1. 1.

Klentschy and Thompson (2008) draw upon the VIPS experience in their book on science inquiry lesson design.

2. 2.

The P-SELL project built on prior work by Lee and colleagues on elementary science education for culturally and linguistically diverse student groups (Fradd and Lee, 1999, Lee and Fradd 1996, 1998, Hart & Lee, 2003; Lee Hart Cuevas Enders 2004; Luykx, Cuevas, Lambert, & Lee, 2004).

3. 3.

The larger study included students in grades 5-8, and data were analyzed separately.

4. 4.

The project, which ran 2001-2004, was similar to and built upon by the P-SELL project.

5. 5.

For a discussion of the concept of languaculture, see Agar ( 1994).

6. 6.

For a discussion of the concept of rich points, see Agar ( 1994).

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August, D., Artzi, L., & Mazrum, J. (2010). Improving science and vocabulary learning of english language learners center for applied linguistics. Abrufbar unter http://www.cal.org/create/resources/pubs/CREATEBrief_AcademicLanguage.pdf. Zugriff 04 Feb 2011.

Linquanti, R., & Cook, G. H. (2013). Toward a "common definition of English learner": A brief defining policy and technical issues and opportunities for state assessment consortia. Council of Chief State School Officers. Retrieved from http://www.ccsso.org/Documents/2013/Toward_a_Common_Definition_2013.pdf

National Assessment of Educational Progress. (2000). Retrieved March 4, 2015 from http://nces.ed.gov/nationsreportcard/pdf/main2000/2003453.pdf

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Author information

Authors and Affiliations

The Ohio State University, Columbus, OH, 43210, USA

Leslie C. Moore & Mandy McCormick Smith

Corresponding author

Correspondence to Leslie C. Moore .

Editor information

Editors and Affiliations

1. North Carolina State University, Raleigh, North Carolina, USA

Kathy Cabe Trundle

2. Necatibey School of Education, Balikesir University, Balikesir, Turkey

Mesut Saçkes

Copyright information

© 2015 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Moore, L.C., Smith, M.M. (2015). Science Education for Young Emergent Bilinguals. In: Cabe Trundle, K., Saçkes, M. (eds) Research in Early Childhood Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9505-0_15

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# data[].attributes.attachment_link.title
Science Education for Young Emergent Bilinguals

# data[].attributes.attachment_link.description
Linguistic diversity among school-aged children in the United States has grown rapidly over the last 30 years, and this trend is expected to continue in the coming years. This chapter presents an overview of research on science education for young emergent bilinguals...

# data[].attributes.headline
Initiatives to Help Emergent Bilinguals in Pre-K and Early education

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Initiatives to Help Emergent Bilinguals in Pre-K and Early education

# data[].attributes.body
Government funding was given to states to help emergent bilinguals get a jumpstart on their education.