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What is Emergent Bilingual

Chapter 3
Reconceptualizing Language Norms in Multilingual Contexts
The current chapter prefers the term emergent bilinguals over other standardized terminologies such as Language Learner in an effort to decrement the instances where individuals are perceived, and/or treated, based on their linguistic abilities.
Published in Chapter:
Translanguaging in the Multilingual Language Classroom
Laura E. Mendoza (University of Texas at El Paso, USA)
Copyright: © 2024 |Pages: 14
DOI: 10.4018/978-1-6684-8761-7.ch003
Abstract
Given today's culturally diverse classrooms, incorporating new perspectives and pedagogies must be considered of value. This should be primarily considered in the language classroom. Considering multilingualism as a rule, but simultaneously also considering how marginalized many individuals have been, especially in the language classroom; the inclusion of newer pedagogies which resist, and conjointly empower, emergent bilinguals, should be considered. The current chapter aims to highlight relevant literature which may enlighten the use of translanguaging practices in the language classroom.
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Chapter 10
Role of Immigrant Parents' Attitudes and Practices in Emergent Bilingual Students' Language Use and Translanguaging Performance
Children who know one language at home (HL) and who are acquiring English (societal language) at school.
Published in Chapter: Role of Immigrant Parents' Attitudes and Practices in Emergent Bilingual Students' Language Use and Translanguaging Performance; From: Bridging Family-Teacher Relationships for ELL and Immigrant Students
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Chapter 9
Understanding Diverse Bilingual Learners: The Need for a Transdisciplinary Lens
Learners who are in the developing stages of acquiring their native language (L1) and/or a second language (L2), and who have the ability to tap into both languages as resources. This term is used as a way to reject the deficit-oriented terminology of limited English proficient (LEP), English language learner (ELL), English learners (EL) or English as a second language (ESL) students.
Published in Chapter: Understanding Diverse Bilingual Learners: The Need for a Transdisciplinary Lens; From: Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners
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Chapter 5
Towards Social Justice Through Arts and Language-Based Learning
Federal and state governments have struggled to find adequate terms to describe bilingual students as a group. Limited English Proficient (LEP) and English Language Learners (ELLs) are two terms that have been widely used by schools to describe this group. However, according to bilingual researchers, these terms fail to capture the value of the student's bilingualism. Emergent bilingual signifies a positive description of these students as it indicates that the student is learning in two languages, and that both languages are of value.
Published in Chapter: Towards Social Justice Through Arts and Language-Based Learning; From: Integrating Social Justice Education in Teacher Preparation Programs
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Chapter 11
Equity for Emergent Bilinguals: What Every Teacher Needs to Do
A student who is proficient in their home language and is gaining proficiency in English in school.
Published in Chapter: Equity for Emergent Bilinguals: What Every Teacher Needs to Do; From: Handbook of Research on Solutions for Equity and Social Justice in Education
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Chapter 6
Skippyjon, Spanglish, and Stereotypes: Engaging and Analyzing Authentic Latinx Children's Literature With Preservice Teachers
A term used to describe school-age students who speak languages other than English that emphasizes their developing bilingualism, in contrast to deficit terms like limited English proficient or English language learner than focus solely on students’ abilities in English with no regard for other languages students may speak or understand.
Published in Chapter: Skippyjon, Spanglish, and Stereotypes: Engaging and Analyzing Authentic Latinx Children's Literature With Preservice Teachers; From: Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
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Chapter 14
Professional Learning Recommendations for Teachers of Late-Entering Newcomers With Interrupted Formal Education
Students who are learning English in school, highlighting their potential in developing bilingualism.
Published in Chapter: Professional Learning Recommendations for Teachers of Late-Entering Newcomers With Interrupted Formal Education; From: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
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Chapter 15
The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom
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Chapter 14
Universal Design for Learning Enables Significant Learning in Digital Courses
The continual growth of more than one language over the course of a person’s lifetime.
Published in Chapter: Universal Design for Learning Enables Significant Learning in Digital Courses; From: Handbook of Research on Creating Meaningful Experiences in Online Courses
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Chapter 8
Mi Lengua Madre
This term has been proposed as a more appropriate term than LEP or ELL , because it points to possibilities of developing bilingualism rather than focusing on language limits or deficiencies (Fleischer, 2017).
Published in Chapter: Mi Lengua Madre; From: Hispanic Women/Latina Leaders Overcoming Barriers in Higher Education
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Chapter 14
Exploring Literatura Fronteriza as Luminal Spaces for Bilingual Teachers
Emergent bilingual refers to a person who is engaging in dynamic bilingualism across their linguistic repertoires.
Published in Chapter: Exploring Literatura Fronteriza as Luminal Spaces for Bilingual Teachers; From: Handbook of Research on Race, Culture, and Student Achievement
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Chapter 6
Multilingual Youth Perspectives on Humanizing Core Practices
An asset-based term that refers to an individual’s ability to develop their bilingualism. This term replaces other labels like English learner in order to advance equity by highlighting the resources bilingual youth bring to the classroom.
Published in Chapter: Multilingual Youth Perspectives on Humanizing Core Practices; From: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
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Chapter 6
Distributing Leadership Within Rural Schools: Sharing Responsibility for Diverse Student Needs
A person who is continuously acquiring and using English and has resources and potential to develop bilingualism.
Published in Chapter: Distributing Leadership Within Rural Schools: Sharing Responsibility for Diverse Student Needs; From: Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators
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Chapter 7
Keys to Understanding the Writing Development of Emergent Bilingual Students
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Chapter 13
Negotiating and Navigating Plurilingual Classroom Citizenship: Social Cohesion and Functional Multilingual Learning
A pupil who has acquired a language at home or in another country, but is subsequently acquiring another, probably in school.
Published in Chapter: Negotiating and Navigating Plurilingual Classroom Citizenship: Social Cohesion and Functional Multilingual Learning; From: Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication
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