This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.

/pdf/a-multilingual-and-multimodal-approach-to-literacy-teaching-3wi7mvygdz.pdf

A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school

This study examined the performance of Mandarin-speaking students in a K–Grade 4 50/50 Chinese/English bilingual program. The program was intended to facilitate students’ learning of English and th...

Literacy Outcomes of a Chinese / English Bilingual Program in Ontario

Bilingual language education in Canada comprises Bilingual Programs in minority languages and programs in official languages (e.g., French immersion). However, pedagogy in Bilingual Programs has no...

Canadian Bilingual Program Teachers' Understanding of Immersion Pedagogy: A Nexus Analysis of an Early Years Classroom

Learning about another educational context is often a stated institutional goal of pre-service study abroad. However, living abroad is no guarantee that pre-service teachers will reflect upon their...

Pre-Service Teachers’ Learning about Language Learning and Teaching: A Nexus Analysis of Study Abroad Blogging

From the lens of coloniality, monoglossic and hegemonic language ideologies and policies exist within public and private bilingual education in Colombia which oppress students’ and teachers’ diverse linguistic identities and languaging practices.This article draws on critical scholarship which recognizes the need to decolonize language education. As such, it includes a review of key literature from the fields of language ideologies, language policy, and classroom languaging practicesto consider alternative approaches to bilingual education from a heteroglossic stance, including translanguaging and critical multilingual language awareness.The literature review suggests that within the Colombian context, hegemonic and monoglossic ideologies and practices are present within international private bilingual schools and through the National Bilingual Program. In addition, anunderlying logic of coloniality exists in both public and private language education as both contexts hold foreign languages, expertise, and relationships as more valuable than their local equivalents. However, recent classroom-based research in Colombia indicates promising new heteroglossic approaches which not only acknowledgethe benefits, but also support diverse linguistic identities and practices.

Examining Hegemonic and Monoglossic Language Ideologies, Policies, and Practices Within Bilingual Education in Colombia

This paper outlines the provincial frameworks that define the Spanish bilingual program in Alberta, Canada, provides an historical overview of its pedagogic constraints and evolution, and proposes a framework for bilingual pedagogy. The framework is conceptualized from the research evidence of three local case studies, and is based on the centrality of cross-linguistic transfer, in relation to linguistic interdependence and bilingual learning.

/pdf/evolving-50-50-bilingual-pedagogy-in-alberta-what-does-the-4sznm327ka.pdf

Evolving 50–50% bilingual pedagogy in Alberta: what does the research say?

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Evolving 50–50% bilingual pedagogy in Alberta: what does the research say?