Search

Sociocultural language learning theory and situated learning theory stress the importance of social interactions and context in both science and language learning. In addition, researchers have highlighted the important role that multimodal language plays in meaning-making and communication in science. The purpose of this study was to examine the multimodal discursive resources emergent multilingual learners (EMLs) used in their journals on the topic of erosion. Thus, we ask "in what ways do multimodal discursive resources differ as EMLs describe doing an investigation (practices) and learning (content) in response to a writing prompt (What I did-What I learned)?" This research, grounded in an interpretive/constructivist paradigm, examined the journals of 18 EMLs who participated in a summer program where they engaged in the social context of scientific practice. Students used the What I Did/What I Learned (WID/WIL) writing prompt to describe the practices used in the classroom investigations and the knowledge resulting from these investigations. The WID/WIL journal entries were examined using template analysis coding. The template consisted of four major categories: writing, mathematical expressions, manual-technical operations, and setting. Findings indicated that EMLs utilized writing and mathematical expressions to communicate their manual technical operations (practice) and knowledge (content) of erosion. EMLs did not use visual representations as part of their multimodal resources. Implications for science teaching and the use of the WID/WIL as a writing prompt are included.

In this article, I share two critical incidents from the vocabulary lessons in an instructional cycle on immigration with third-grade bilingual students. In sharing these critical incidents, I seek to raise awareness of how colonial legacies of cultural and linguistic domination permeate translanguaging pedagogy. I use critical reflection, classroom discourse analysis, and positioning theory to unpack the assumptions that guided my approach to translanguaging pedagogy in these lessons. In addition, I investigate the relationship between vocabulary learning and identity development by examining how the students and myself, as their teacher, positioned ourselves and the other participants in relation to the target words and how the interactions during these lessons expanded or constrained opportunities for identity development. The findings of this study show that the language fluidity in these lessons gave students the confidence to share experiences, raise questions, and contribute their perspectives. However, the vocabulary instruction activities overlooked the complexity of the concepts taught and missed significant opportunities for enhancing students' identity development. Moreover, these missed opportunities were related to my own colonial understandings of identity. These results suggest implications for teacher professional development and vocabulary instruction from a translanguaging perspective.

The aim of this study was to examine the effect of mind and intelligence games on the development of multilingual preservice classroom teachers' Turkish language skills. In the study, an embedded mixed methods design, which is included in the scope of mixed research designs, was adopted. A single group pretest-posttest design within the scope of the pre-experimental designs was taken as the basis in the quantitative dimension of the research; while in the qualitative dimension, a design related to the effects of the program in the context of a special case study was taken as the basis. The study group of the research consisted of multilingual preservice classroom teachers (n=10). Videos, semi-structured interviews, a questionnaire, diaries, metaphor form, and the Foreign Language Learning Practices Scale (FLLPS) were used as data collection tools. According to the results obtained from the data collection tools, at the end of this game process, the participants' Turkish language skills, cognitive skills (memory, attention, perception, etc.), and affective skills (socialising, feeling happy, having fun, etc.) improved. It was also observed that this development process took place on the basis of cultural interaction. In light of the findings, it was concluded that the mind and intelligence games had positive effects on the development of the multilingual preservice teachers' language skills.

A large body of research has been conducted on the requests employed by monolingual children, whilst knowledge about the requests uttered by bilingual children has remained scarce. To address this issue, this paper, for the first time in the literature, focuses on the request strategies and purposes employed by preschool children bilingual in Turkish and Zazaki in Turkey. By examining the requests of these children, this paper demonstrates how these learners differ from monolingual preschool children concerning their requestive language and the affordances of the local context. The investigation was based on the video-recorded spontaneous speech of 10 five-year-old preschool children (range = 5.0-5.6 years). The results were analyzed according to the request strategies and then according to the purposes of requests. The interactions were handled under two headings: child-child and child-teacher interactions. The outcomes indicated that imperative forms constituted the most frequent strategy both in child-child and teacher-child interactions and that the use of hints was revealed at a rudimentary level, and request for action was the most common purpose elicited in both interactions.

Purpose: This study sought to train cueing skills in first-year graduate students when working with bilingual children with speech sound disorders to ensure fidelity of intervention of a larger research investigation. Method: Before explicitly training cueing skills, three students were randomly assigned bilingual clients that had been previously diagnosed with a speech sound disorder and asked to administer trial therapy. During the instructional phase, we gave students a cueing protocol, a scoring template, and feedback. We assessed performance according to challenge-point criteria and adherence to our cueing protocol. Results: Performance varied per student, but overall scores were higher during the instructional phases than during the baseline phase for all students. Performance was also higher when the students participated in individual conferencing versus group conferencing. Conclusion: Although the data are limited, the results suggest that a cueing protocol is supportive in establishing cueing skills in first-year graduate students administering speech sound intervention.

The authors assessed a battery of number skills in a sample of over 500 preschoolers, including both monolingual and bilingual/ multilingual learners from households at a range of socio-economic levels. Receptive vocabulary was measured in English for all children, and also in Spanish for those who spoke it. The first goal of the study was to describe entailment relations among numeracy skills by analyzing patterns of co-occurrence. Findings indicated that transitive and intransitive counting skills are jointly present when children show understanding of cardinality and that cardinality and knowledge of written number symbols are jointly present when children successfully use number lines. The study's second goal was to describe relations between symbolic numeracy and language context (i.e., monolingual vs. bilingual contexts), separating these from well-documented socio-economic influences such as household income and parental education: Language context had only a modest effect on numeracy, with no differences detectable on most tasks. However, a difference did appear on the scaffolded number-line task, where bilingual learners performed slightly better than monolinguals. The third goal of the study was to find out whether symbolic number knowledge for one subset of children (Spanish/English bilingual learners from low-income households) differed when tested in their home language (Spanish) vs. their language of preschool instruction (English): Findings indicated that children performed as well or better in English than in Spanish for all measures, even when their receptive vocabulary scores in Spanish were higher than in English.

We report on a project to support teachers and district administrators working with multilingual learners as they deepened relationships and understandings with multilingual families in five Oregon school districts. Due to the COVID-19 pandemic, which radically shifted the ways educators engaged with students' families, we repurposed this ongoing research to answer the question: How did teachers' and supporting administrators' conceptions of and actions to promote multilingual family engagement shift in response to the COVID-19 pandemic? Further influenced by the concurrent national protests for racial justice, we consider how teachers and administrators engaged in liberatory work as they questioned structures that had previously seemed inevitable or unproblematic. Framed using Harro's cycle of liberation, we discuss lessons learned based on systematic data collected from both teachers and administrators from multiple districts and multiple time points before and during pandemic-impacted schooling.

This article explores an action-oriented research study designed to provide better understanding of ways to leverage school and community partnership through family engagement, focusing on the development and enactment of an approach to nurture family-school partnerships. Specifically, in partnership with seven school districts, a team of educators employed an inquiry cycle to plan and investigate family engagement efforts focused on emergent bilingual students and their families. This project tested the assumptions regarding engagement and supported school districts in the development of a strategy designed to fit the unique educational and community contexts of each participating school. A qualitative descriptive analysis was employed over a two-year period, during which researchers conducted surveys, interviews, and focus groups and used an observation protocol and an artifact review protocol. The inquiry process used helped to guide educators to test their assumptions about engaging bilingual families and to personalize their projects to fit into their unique educational and community contexts. Study participants expressed beliefs that successful family engagement requires a sense of urgency and commitment and, overall, reported high levels of motivation and interest in sustaining and expanding family engagement efforts. This study has implications for how educators plan and implement family engagement strategies and initiatives within emergent bilingual school communities.

As educators, we are becoming increasingly aware that delivering effective education will likely change after the coronavirus pandemic. As a result, we have an opportunity to frame teaching differently and bring innovation to the forefront. In doing so, educators explored online tools and creative ways to connect with students and found new ways to teach.Using an exploratory case study methodology and working within a theoretical framework of symbolic interactionism (SI), I investigated how virtual teaching visual arts integration and biology are more favorable or challenging for emergent bi/multilingual high schoolers. The lesson titled Using Depiction to Illustrate the Interdependent Functions of a Plant Cell was implemented. I implemented a series of visual arts integration activities with ten ninth-grade emergent bi/multilingual students at a mid-sized high school in the United States' southeastern region. Research activities took place, via zoom, in a communication skills class. The findings reveal that learning new content mediums and skills during visual arts integration activities enhances students' learning process. Moreover, emergent bi/multilingual students can benefit from face-to-face classes because they receive more practice speaking and benefit from their teacher's advice on their tasks. Nevertheless, more flexible class times and delivery methods may help students meet the many challenges created by the need to help provide for their families.

Bilingualism has been the subject of a lot of research in the last century. Bilingualism is having the competence to speak two languages. The reasons for bilingualism of individuals may differ. Some of them may have parents from different languages, some may be children of ethnic minority or immigrants. In daily life it is possible to encounter more bilinguals than monolinguals. Bilingualism is not a new phenomenon, and it takes place in the media and news in different ways under different titles related to it. In this study, the news about bilingualism in the newspapers of the USA, the UK, France, Germany, and the Netherlands is analyzed in terms of content which is named as discourse analysis. The contents are categorized under five different titles which are neurological, social-cultural, psychological, educational, national categories. It has been found that majority of news related to bilingualism belong to educational category which shows that bilingualism draws attention and is given importance in educational contexts. Another categorization in this study is implemented for speech act categories. Each headline is categorized according to the speech acts which are representatives, directives, commissives, expressives and declaratives. In this study it was found that majority of headlines belong to representative category of speech acts.

Students' out-of-school learning environment is one of the most prominent factors affecting their school success, which is mostly a source of inequity unfavoring disadvantaged groups. In some countries including Turkey, bilingual students are among disadvantaged groups because most of them are from immigrant families with low socioeconomic status. PISA provides extensive data about students' out-of-school learning environment to be analyzed. In this context, the purpose of this study is to compare monolingual and bilingual students' out-of-school learning environment based on PISA 2018 data. The participants of this study are the PISA 2018 sample of Turkey including 6890 15-year-old students selected from 186 schools through stratified random sampling. PISA 2018 data were collected by PISA Student Questionnaire, which is an online data collection instrument. Results showed that there are meaningful differences between monolingual and bilingual students with respect to all variables representing their out-of-school learning environment with medium effect sizes. These findings indicate a possible inequity problem in the Turkish Education System with respect to out-of-school learning environments unfavoring bilingual students. To achieve a permanent solution, socio-economic inequities need system-wide reforms that are often difficult to execute. However, it is possible to reduce the negative effects of this problem by means of some precautions. In this regard, providing training for parents and increasing the accessibility of schools' educational sources and technologies for disadvantaged students were suggested in this study.

This study examines the trajectories of two plurilingual, racialized academic writing faculty, presenting how we brought our Southern onto-epistemologies to curriculum, teaching, and assessment. Although plurilingualism has become a significant dimension of Canadian higher education, monolingual norms that emphasize native-like competence continue to be a mainstream discourse in many academic writing courses. Building on the recent raciolinguistic critique of the lack of discussion of racism in academic literacies discourse, we acknowledge that academic literacies continue to force plurilingual, international students into a white subject position. Acknowledging the tension between the monolingual ideal and multilingual realities, we explore how two plurilingual, non-white faculty challenge an academic writing tradition that is constructed by the white listening subject. By co-creating duoethnographic narratives that provide insight into our complex biographical journeys as cycles of becoming, our story shows how teaching academic writing is not simply teaching a skill set but also involves constant negotiation between students' and teachers' lived experiences. Through this process, we conceive of teaching academic literacies as both an ideological construct and a multisemiotic process that involves multiple histories and meaning-making resources across diverse time and place scales.

Academic writing is an essential aspect of graduate school, as students' academic writing is the primary basis for assessment. The high-stakes nature of academic writing is magnified for plurilingual students, whose attendance at English-medium universities is growing exponentially. However, a small amount of research addresses how faculty support writing as an essential practice for plurilingual graduate students, particularly in English-medium universities, where English is implicated in structures of power and privilege. Employing a critical analytic collaborative autoethnography, this research uses polyvocal narratives among seven researcher/practitioners to consider how faculty members perceive and respond to the academic writing needs of plurilingual graduate students. Informed by intersectionality, these conversations illuminate how educator identities and epistemological turns in education theory impact approaches to writing support for plurilingual graduate writers. Importantly, these discussions are implicated in the sociopolitical contexts of Canadian and Australian universities, where systems of inequality act to marginalize plurilingual writers. These contextualized narratives then aim to problematize and revise existent, dominant deficit discourses and pedagogies of writing support for plurilingual students. Findings illuminate the capacity of educators, who are cognizant of their power and place, to generate alternative practices to support plurilingual graduate writers in the service of more asset-orientated and inclusive spaces that take advantage of students' plurilingual repertoires in English-dominant universities.

The COVID-19 pandemic forced educational practitioners, students (PreK-12), and families to adjust to synchronous and asynchronous online instruction. This study followed an online intervention involving a Spanish-English preschool special education teacher, a Spanish-speaking parent, and her bilingual preschool child with complex communication needs (CCN). Students with CCN frequently require an augmentative and alternative communication (AAC) system to compensate for severe developmental language disorders. Over a six-week period, the parent and teacher collectively introduced the preschooler to a low-technology AAC option: a picture exchange communication system in English and Spanish. Overall, the parent developed an increased understanding of her child's communicative intent and reported high levels of satisfaction with utilizing AAC to meet her child's bilingual language needs. Even though the pandemic caused many learning challenges, this single-subject study highlights the effectiveness of a parent-centered and culturally relevant instructional approach for a bilingual preschooler with CCN.

The author argues that play always occurs within a social context and in relation to the various cultures that coexist within the classroom and the school setting. She uses Vygotsky's definition of play as dramatic or make-believe play for preschool children, and she applies Vygotskian and post-Vygotskian theories, including Daniil Elkonin's categories of play, to examine mature and immature play among preschool children. She describes case studies of dual-language learners (DLLs) and English-only (EO) preschoolers (who need more time and scaffolding to acquire mature, make-believe play) along with those of reluctant players. She also promotes Bodrova and Leong's observation and assessment measure, PRoPELS, for teachers and researchers seeking to help children reach a mature level of play in early childhood classrooms. She concludes with suggestions for supporting such mature play.

Preparation to serve multilingual learners is often required for P-12 teacher certification. Teachers come to this preparation with varied experiences and urgent needs to better serve their students. When teacher preparation courses use a one-size-fits-all approach to satisfy certification requirements, teachers may not find learning meaningful to their current context. Further, without common mechanisms for sharing resources produced through teacher preparation, each novice teacher starts assignments from the beginning rather than learning from, and building upon, previous assignments of peers. Reusable teacher preparation assignments through open education pedagogy (OEP) may address the challenges of providing collaborative, relevant, and optimally challenging state-mandated teacher preparation. However, personalized learning may not be aligned with university course evaluations. Thus, faculty members may be concerned about the impact of personalization on student course evaluations. This exploratory study examined personalization and OEP in a required, graduate-level teacher preparation course by analyzing assignment completion data to explore teacher personalized learning paths and comparing standard university course evaluation items from four course runs pre- and post-personalization (N=230). Descriptive analyses illustrate negative changes in teacher evaluation of course organization, feedback timeliness, and time spent outside of class. Teacher satisfaction increased in the areas of diversity, use of technology, access, and online discussions. Results from examining personalized paths and course satisfaction provide recommendations for designing personalized teacher preparation.

The objective of this study was to validate a bilingual Spanish-English version of the Vocabulary Size Test (VST) considering its potential use as a discriminator between learners in terms of language competence. This version was designed based on the two forms available on one of the creators' websites as well as considering practices recommended regarding the elimination of cognates and loans. A one-way ANOVA test was used to confirm the test's capacity to discriminate among learners of different linguistic competence. Additionally, Principal Axis Factoring (PAF) was conducted to revise the existence of only one underlying variable. As a result of this study, a VST version for Spanish speakers consisting of 9 vocabulary frequency levels is shared. This version is in line with validation standards put forward in previous research. It is expected that this instrument will help future studies that seek to measure Spanish speakers' competence in English as a foreign or second language without having to deal with the interference of other intervening factors.

Previous studies have found that phonological processing and vocabulary predict word reading. However, their predictive powers may vary according to reading experience and across scripts with different levels of transparency. In this study, the relationship between phonological processing, decoding, vocabulary and word reading was explored in two different alphabetic languages: Persian (a non-Latin script) and Swedish (a Latin script). Standardised tests in both languages were used. Participants comprised 26 Persian-Swedish bilingual (biscriptal) children in school grades 4-9. Rapid automatic naming (RAN), phonological and semantic fluency, non-word reading and vocabulary were all significantly associated with word reading in Persian, whereas phonemic awareness, RAN, phonological fluency and non-word reading were significantly associated with word reading in Swedish. The findings have been compared with previous research and the educational implications are discussed.

In this article, I highlight some of the narratives that I collected from tutor-mentors and students about their experience as Spanish or Portuguese-speaking youth in the Toronto public education system and within a community-led academic success program (Our Youth Success program). I use "testimonio," a method from Latina feminism, to present their narratives of marginalization from the mainstream educational spaces and community building within the Our Youth Success space. I pose that the youth in OYS engage in a pedagogy of "cariño" that is predicated upon authentic caring and sharing of "consejos" within a transnational context that promote youth wellbeing beyond academics.

This qualitative study is focused on the political and social connections among disability, race, language, and migration that affect how emergent bilingual students are labeled as disabled and marginalized in schools despite--or, perhaps, through--educational and migration policies. Specifically, this study is concerned with the connections between educational policies at the school-level and the sanctuary policies at the community-level which purport inclusion, belonging, and care without authentically and critically engaging and responding to the diverse needs and perspectives of the stakeholders these policies are intended to serve. Based on the findings of a qualitative study in a mid-sized sanctuary city in Upstate New York, the author offers a reconceptualization of sanctuary as a critical reflexive process, rather than stand-alone policy or political boundary, and what this means for the education and engagement of emergent bilingual students labeled as disabled (EB/LAD) and these students' families and communities.

Since the earliest studies on multilingual advantages, it has proved difficult to disentangle language development from general cognition. It remains unclear whether language interdependence is an independent variable or whether observable effects are mediated by cognitive ability. Measurable effects of one language on another typically go hand in hand with differences in cognitive ability. We hypothesise that high cognitive ability produces stronger language interdependence effects than low cognitive ability. We consider this problem in the context of heritage bilingualism in Germany comparing a linguistically mixed cohort of bilingual students (n = 557; i.e. Russian-German, n = 237; Turkish-German, n = 320) with a monolingual German control (n = 852) regarding their proficiencies in the foreign language English. We ask whether the bilingual students manifest an English development that is different from their monolingually socialised peers. We place the students in three different groups depending on their performance in a visual-spatial cognitive ability test. We fit structural equation models to test whether heritage language and German proficiency impact English proficiency differently across these groups while additionally controlling for language background and socio-economic status. Results reveal differences between the high cognitive ability groups, here interpreted as a conditioned bilingualism effect.

Over the past few decades, there has been a sharp increase in the number of international students enrolling in postgraduate courses at UK universities, with students from China making up the single largest national group. At the same time, there has been a gradual increase in Chinese teachers and faculty members, as these same students continue their studies and build a life in UK academia. Ideally, this demographic shift should offer the opportunity for a flourishing multilingual and translingual academic space in UK universities. However, this is often not the case, with English remaining the default and often only option in teacher/student interactions, regardless of the linguistic and cultural background of the interlocutors. In this study, we explore the barriers to translanguaging practices between Chinese students and their Chinese dissertation supervisor. Through observation of supervisory sessions and interviews with students, we found considerable resistance to translanguaging practices involving the use of shared first language whilst in the UK learning environment. This resistance was seen to be driven by native-speakerist and monolinguistic ideologies, lack of institutional language policy, and actions and attitudes of individual students and teachers.

The present paper aims to investigate the interplay of lexical and grammatical development in school-aged Greek-Albanian bilingual children by providing evidence both from majority, Greek, and heritage, Albanian. To this end, 47 8 to 10-year-old bilingual children were tested by means of expressive vocabulary tests in Greek and in Albanian, while their grammatical skills were evaluated by means of the LITMUS Sentence Repetition Task administered in both languages. Additionally, input-related measures in both languages, such as oral language practices, literacy, and educational practices were used to assess the bilingual experience and examine how it would correlate with lexical and grammatical skills. The analysis showed that within each language, lexical and grammatical skills were closely related both for the majority and the heritage language, while when examining across-language effects, grammatical skills in the heritage language were correlated with grammatical skills in the majority language. Concerning the role of input, we found that input in the heritage language supported skills both in the heritage and the majority language. The study's contribution is that by providing novel evidence from this specific language pair it shows that supporting the use of heritage language can boost language skills in both languages.

While translanguaging has gained significant traction as a theory of language that holds implications for educational settings with students from various language backgrounds, its viability in content assessment remains an unresolved issue. Students in English-medium instruction (EMI) programs at a private university in Türkiye participated in content exams that did not impose any language constraints, and follow-up interviews were conducted to probe into the participants' language-related EMI experiences and the factors that affected their language use in their responses. Student reports showed that L1 was used by instructors to explain complex concepts or when students' comprehension was challenged. Students used both English and L1 materials for studying, and in group and individual work, a mix of English and L1 was common, driven by the aim of cognitive efficiency and overcoming language barriers. In the content exams, both monolingual and translingual practices were employed by the participants, and their language use was mainly associated with relative proficiency in L2, encoding-retrieval match, and compartmentalization of languages. The study demonstrates that students encounter challenges in L2 comprehension and production in lessons and exams and that offering language flexibility in content exams may serve as a temporary accommodation that allows fuller expression of content knowledge, particularly in time-constrained exams.

This 2-year exploratory study of Multilingual Learner's performance on literacy assessments is grounded in Culturally Responsive Teaching. By examining the protocols for universal screeners and progress monitoring at one midwestern elementary school, teachers and researchers learned more about language vs. literacy-related results and discovered ways to better meet the needs of learners. Data gathered through focus group discussions, classroom observations, literacy assessments, and field notes were analyzed. Findings include: (1) students read passages that lacked cultural and linguistic relevancy, (2) professionals questioned the reliability and validity of assessments for multilingual learners, (3) assessment results perpetuated an idea that students needed to be 'fixed' creating a tension between language acquisition and literacy assessment scores, and (4) room for increased awareness and consideration in the selection of literacy assessments for ML learners. Ideas are shared for nuanced improvements in literacy assessments for multilingual learners.

This article utilizes the testimonios of two bilingual pre-service teachers to discuss their experiences with educational assessments in a multicultural assessment course. Utilizing educational testimonios and counter-storytelling methodology, I share the personal accounts of my participants' P-16 experiences, discuss how they navigated barriers related to testing and assessment, and describe how these experiences impacted their educational trajectories. I explore how testimono methodology can provide a necessary tool for constructing counter-stories for pre-service teacher educators within their teacher preparation programs. My findings demonstrate how, through critical reflection, pre-service teachers are able to draw and heal from their own experiences with assessments and how this process has better prepared them to enter the field as future bilingual educators.

Based on the bilingual children's and adults' code-switching (CS) dependency treebanks, this paper investigates the syntactic features and pragmatic functions of the Chinese-English bilingual children's CS and compares them with bilingual adults'. It is mainly found that (1) As to the bilingual children, the mixed sentences present the longest mean sentence length (MSL), followed by those of the dominant language and the weak language. Similarly, Chinese-English adults' mixed sentences present longer MSL than monolingual Chinese and English; (2) Subjects, objects, adverbials, and attributives are four major syntactic functions. Regarding bilingual children's CS, objects are the most frequently switched dependency relations and subjects are the least. Differently, as to bilingual adults, attributives are most frequently switched, and subjects are the least. (3) Nouns, pronouns, determiners, adjectives, adverbs, and prepositions are the top word classes involved in four major syntactic relations; (4) The adverbial dependency relations present the longest mean dependency distance (MDD), and the attributives present the shortest for both bilingual children and adults; (5) The major causes that make different MDDs are the CS peripherality, the distributions of top word classes and adjacent dependency relations; (6) Six major pragmatic functions are performed by bilingual children and adults: filling lexical gaps, emphasis or expressing the intense feelings, explaining, giving "orders" or requirements, quotation, reiteration. The results syntactically and pragmatically suggest that there exist great similarities between bilingual children's and adults' code-switching.

In this paper we discuss the value of multiculturalism in early childhood settings, barriers to cultural inclusion, and the importance of partnering with families of young children to enrich school learning and engagement. Examples from our work will provide illustrations of research-practice partnerships using asset-based, culturally grounded approaches and principles of co-construction to create school and community spaces of learning that honor the lived experiences and cultural heritages of children from immigrant families.

Informed by translingual practice [Canagarajah, S. 2013a. "Translingual Practice: Global Englishes and Cosmopolitan Relations." New York: Routledge] and poststructuralist conceptualisation of identity [Norton, B. 2000. "Identity and Language Learning: Gender, Ethnicity and Educational Change." "TESOL Quarterly" 35 (3): 504-505], this qualitative case study explored the process of translingual identity construction and negotiation among a group of Chinese students in a joint education programme between China and the United States. Data were collected through semi-structured interviews and observations. Data analysis found that these Chinese students initially perceived themselves as deficient ESL speakers resulting from a lack of competence in English, but were able to transform this dilemma with the development of powerful national identities throughout their China-US transnational experiences. In order to claim ownership of English and membership in the host community, besides using standard norms of English to handle academic and social life communication, students developed translingual dispositions as well as translingual practices to supplement their communicative competence with expanded semiotic repertoire. The study extends previous discussions on identity by examining through an analytical lens as translingualism to explore students' identity construction and negotiation in transnational education spaces and provides implications for translingual-oriented language policy and ideologies in intercultural contexts to enhance outcomes of teaching practices and students' learning.

The number of immigrant and international multilingual learners enrolling in postsecondary education is on the rise. With this growth, there remain difficulties in identifying and supporting multilingual learners moving from K-12 to college due to demographic data collection procedures at the postsecondary level. Postsecondary institutions are challenged with appropriately identifying multilingual students in need of academic support and providing appropriate testing support and other academic supports. Our midWestern institution is set in a diverse urban setting with an increasing incidence of immigrants so we sought to meet both content and linguistic needs of these students at our institution. Through literature review research and stakeholder collaboration, we designed testing support guidelines and consultations for students and faculty to equitably support multilingual students taking course exams.

This critical literature review employs a novel combination of theoretical perspectives to examine the ways teachers navigate restrictive language policy. Specifically, we examine the documented effects of California's Proposition 227 on pre-service and in-service teachers' language ideologies and classroom practices. In our investigation, we explored the link between restrictive language policy and language ideologies by addressing an overarching question: How are language ideologies related to restrictive language policy? We also sought to answer the questions: How did teachers' language ideologies impact the implementation of Proposition 227? And, how did Proposition 227 affect teachers' language ideologies and practices? We discuss our findings and how pre-service and in-service teachers, as street-level bureaucrats, possess agency to resist harmful language policies in restrictive language environments. Finally, we conclude with implications for teacher education, highlighting the role teacher educators play in helping to foster educational equity.