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What is Emerging Bilinguals

Chapter 13
Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators
Students whose dominant language is not English; they are developing bilingualism and may be participating in either a bilingual or ESL program.
Published in Chapter:
Where Our Paths Crossed: Latina Teachers, Professional Development, and Funds of Identity
Minda Morren López (Texas State University, San Marcos, USA) and Jane M. Saunders (Texas State University, San Marcos, USA)
Copyright: © 2020 |Pages: 27
DOI: 10.4018/978-1-7998-1962-2.ch013
Abstract
This chapter presents the case of two Latina teachers who worked with Latinx and emerging bilingual students. Their funds of identity are analyzed, and the professional development program is described, including ways it influenced the teachers' ideological clarity and sense of agency. While their experiences were different in many ways, Summer and Ximena's paths crossed through their shared experiences in the professional development program, and they became vocal advocates for language as resource and language as right perspectives in education. This chapter demonstrates the potential in professional development for teachers working with emerging bilinguals and immigrants, how teachers can move towards advocacy work and leadership by examining their own journeys and funds of identity.
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Chapter 13
Achieving Praxis for TESOL Educators: A Reflective Self-Checklist to Support Culturally Sustaining Practices
Language students who are in the process of simultaneously developing their home language and a second language.
Published in Chapter: Achieving Praxis for TESOL Educators: A Reflective Self-Checklist to Support Culturally Sustaining Practices; From: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
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Chapter 25
Walk With Me: Caminatas as a Way for Developing Culturally Sustaining Literacy Pedagogies With Preservice Teachers
A term or label used in the United States to describe students who have home languages other than English and are learning English in school. The term attempts to move educators to focus on students’ assets (i.e., their home languages) rather than deficits i.e., English). As with all terms, this term also has limiatations, i.e., some students described as emerging bilinguals may in fact be multilingual.
Published in Chapter: Walk With Me: Caminatas as a Way for Developing Culturally Sustaining Literacy Pedagogies With Preservice Teachers; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 6
Building Bridges Between School and Home: Teacher, Parents, and Students Examining Latinx Immigrant Experiences
Individuals who are learning English as a second language while continuing to develop their first language.
Published in Chapter: Building Bridges Between School and Home: Teacher, Parents, and Students Examining Latinx Immigrant Experiences; From: Bridging Family-Teacher Relationships for ELL and Immigrant Students
Full Text Chapter Download: US $37.50 Add to Cart
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