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20230720T083020230720T1615Europe/Amsterdam[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questionsHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Teachers’ views on grammar instruction in Swedish immersion in Finland
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
Immersion aims toward functional bilingualism-the ability to use the first and target languages effectively and appropriately for different purposes (Genesee 2004). Immersion students achieve a higher level of proficiency than non-immersion students (Lyster 2007; Bergroth 2015). However, Canadian, Irish, and Finnish studies (Swain 1998; Harley 1993; Ó Duibhir 2009; Nyqvist 2018) have shown problems with grammatical accuracy. Pedagogical interventions appear essential to help immersion students develop their interlanguage towards more target-like representations (Doughty & Williams 1998; R. Ellis 2002; Lyster 2007). In the case of explicit knowledge, pedagogical interventions have given promising results in immersion (Nì Dhiorbháin & Ó Duibhir 2016), and both students and teachers have been shown to value grammar instruction (Simard & Jean 2011).
Our study aims to explore immersion teachers' views on grammar instruction in Swedish immersion in Finland-a theme unstudied thus far. Our data consists of the responses from 54 Finnish immersion teachers on a Webropol questionnaire with 18 multiple-choice questions comprising three sections: the informants' background as teachers, their views on the role of grammar in immersion, and their views on correcting grammatical inaccuracies. The informants were also allowed complete their answers with comments. The central research questions are as follows:
1. Do Swedish immersion teachers integrate language aims into their teaching practices? If so, in what ways? 2. How do teachers position grammatical accuracy in Swedish immersion teaching? 3. How frequently and in what situations do immersion teachers provide corrective feedback?
Bibliography
Bergroth, M. (2015). Kotimaisten kielten kielikylpy. Vaasa: Vaasan yliopiston selvityksiä ja raportteja 202. Doughty, C. & Williams, J. (Eds.). (1998). Focus on form in second language acquisition. Cambridge: Cambridge University Press. Ellis, R. (2002). Grammar teaching-practice or consciousness-raising. In J.C. Richards & W. Renandja (Eds.), Methodology in language teaching (pp. 167–174). Cambridge: Cambridge University Press. Genesee, F. (2004). What do we know about bilingual education for majority language students? In Bhatia, T. K. & W. Ritchie (Eds.), Handbook of Bilingualism and Multiculturalism (pp. 547–576). Malden, MA: Blackwell. Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition 15, 245–260. Jean, G. & Simard, D. (2011). Grammar teaching and learning in L2: necessary, but boring? Foreign Language Annals 44:3, 467–494. Lyster, R. (2007). Learning and teaching languages through content: a counterbalanced approach. Amsterdam/Philadelphia: John Benjamins. Nì Dhiorbháin, A. & Ó Duibhir, P. (2016). An explicit-inductive approach to grammar in Irish-medium immersion schools. Language Awareness 26, 3–24. Nyqvist, E-L. (2018). Definiteness and Use of Articles in Written Swedish by Finnish-speaking Immersion Pupils at the End of Immersion: A Comparison with Non-immersion Students. Journal of Immersion and Content-based Language Education 6, s. 57–84. Ó Duibhir, P. (2009). The Spoken Irish of Sixth-class Pupils in Irish Immersion Schools. Dublin: University of Dublin, Trinity College, Centre for Language and Communication Studies. Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. William (Eds.), Focus on form in classroom second language acquisition (pp. 64–81). Cambridge: Cambridge University Press.
Presenters Eeva-Liisa Nyqvist University Lecturer, University Of Helsinki
Modern Greek as L2 in an immersion program: A longitudinal study of students’ growth in content learning
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
The aim of this paper is to examine the impact of a one-way dual language bilingual education program on students' academic growth. The specific program was launched in 2017-2018 in Delaware, U.S. in a K-12 school with Greek as L2. The school offers a choice between two programs: (a) the immersion, and (b) the CLIL program. Both programs provide curricular instruction in Greek; in particular, 25% of the curriculum in CLIL and 50% of the curriculum in the immersion program is taught in Greek. The school is implementing the partial immersion type of education and the core academic content is split by subject area between two teachers; the Greek teacher teaches math, science and Greek language arts, while the American partner teaches social studies and English language arts. The present study will compare the two programs as to their impact on students' academic growth in ELA and Math. The study draws data from students in grades 1-4 over a period of four years; The results of our study add to current research in the impact of immersion education on academic achievement and support the positive impact of dual language education on curriculum performance.
The aim of this paper is to examine the impact of a one-way dual language bilingual education (DLBE) program on students' academic growth. One-way DLBE programs address students from the same language background and in the particular program all students are language majority speakers (i.e. Americans); according to Baker and Wright (2021), such programs are essentially world language immersion programs. The specific program was launched in 2017-2018 in Delaware, U.S. in a K-12 school with Greek as L2. The school offers a choice between two programs: (a) the immersion, and (b) the CLIL program. Both programs provide curricular instruction in Greek; in particular, 25% of the curriculum in CLIL and 50% of the curriculum in the immersion program is taught in Greek. As students of both programs come from the same geographical area and a similar SES background, the context offers itself for various comparative studies between the two cohorts of students (immersion vs CLIL). The school is implementing the partial immersion type of education and the core academic content is split by subject area between two teachers; the Greek teacher teaches math, science and Greek language arts, while the American partner teaches social studies and English language arts. The program aims to give learners the opportunity to acquire Greek through the study of academic disciplines and also develop their interactive skills in Greek as a foreign language. The present study will compare the two programs as to their impact on students' academic growth in ELA and Math. The study draws data from students in grades 1-4 over a period of four years; the data include students' results in standardized ELA and Math tests. Our findings indicate that the immersion group outperforms the non-immersion group in ELA almost in all grades every year. Regarding their performance in Math, the non-immersion group outperforms the immersion one in lower grades but as students move up the grades achievement differences between the two groups tend to decrease and the immersion cohort outperforms the non-immersion cohort in grades 3 and 4. The results of our study add to current research in the impact of immersion education on academic achievement (see Lindholm-Leary and Genesee, 2014) and support the positive impact of dual language education on curriculum performance.
References Baker, C. and Wright, W.E. (2021).(7th edition) Foundations of Bilingual Education and Bilingualism. Multilingual Matters. Lindholm-Leary, K.J. and Genesee, F. (2014). Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education 2(2), 165-180.
Corrective feedback in the minority language immersion context: Towards sustainable change
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
Many researchers claim that optimal language learning in immersion requires careful attention to form within a meaning-driven context of specific content instruction. Research suggests that the nature of immersion teachers' experience with attempting to intertwine form-orientated and meaning-orientated pedagogy in immersion is complex, important to study and yet to be understood (Ó Duibhir, 2018). Form-focused instruction (FFI) enables immersion learners notice linguistic forms that they might otherwise ignore and identify how their deviant utterances differ from the linguistic norms of the language. Encapsulating an array of instructional elements which differ from one another in important ways, FFI is shaped by a number of factors e.g. the socio-cultural, socio-cognitive instructional context, immersion teachers' beliefs, biographies, knowledge and competencies. The ability to integrate FFI and content-based instruction is therefore perceived as an essential component of immersion teacher knowledge. Immersion teachers' role and intention in FFI is a critical factor in the process. In this paper, key integrated, interlocked and overlapping instructional FFI elements will be outlined with a particular emphasis on one element, i.e. corrective feedback (CF). CF will be defined, a rationale for its inclusion in immersion pedagogy will be discussed and a brief overview of the international literature in relation to CF will be presented. In particular, three studies (Ní Aogáin, 2019; Ní Mhurchú, 2020; Ó Ceallaigh, 2012) conducted in an Irish immersion context which explore CF from multiple perspectives will be showcased and findings synthesised in an attempt to ascertain what is known from extant studies. What is yet to be known about CF in the minority language educational context, a context designed to promote students' academic achievement while simultaneously ensuring minority language proficiency and literacy development, will then be delineated and issues involving teacher knowledge, quantity, quality, timing, and nature of CF will be considered to shed light on the unquestioned assumptions and the yet-to-be-realised potential of CF in minority language immersion contexts. In conclusion, implications of incorporating CF strategies in an integrated approach in minority language immersion contexts will be considered with a particular focus on teacher education, curriculum design and school-wide implementation and evaluation.
Ní Aogáin, S., (2019). Peirspictíochtaí múinteoirí agus daltaí ar aiseolas ceartaitheach ar chruinneas gramadaí dhaltaí tumoideachais sa dara teanga [Teacher and student perspectives of corrective feedback on immersion students' grammatical accuracy]. Unpublished PhD thesis. Dublin City University, Ireland. Ní Mhurchú, C. (2020). Aiseolas ceartaitheach: An spreagfaidh aiseolas ceartaitheach córasach ó bhéal féin-cheartú agus ceartú-piara i measc daltaí tumoideachais sa seomra ranga? [Corrective feedback: Does systematic oral corrective feedback motivate self and peer-correction among students in the immersion classroom?]Unpublished M Ed thesis. Mary Immaculate College, Limerick, Ireland. Ó Ceallaigh, T.J. (2012). An teagasc foirm-dhírithe sa tumoideachas lán-ghaeilge: Scagadh ar pheirspictíochtaí agus ar chleachtais múinteoirí [Form-focused instruction in Irish-medium immersion: An overview of teachers' perspectives and practices]. Unpublished PhD thesis. University College Cork, Ireland. Ó Duibhir, P. (2018). Immersion education: Lessons from a minority language context. Bristol: Multilingual Matters.
Presenters TJ Ó Ceallaigh Associate Professor, University College Cork
Majority and minority language children’s German and English grammar comprehension in an elementary school immersion programme
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
In Germany, the number of primary schools offering bilingual programs is steadily increasing (fmks, 2014). Although the effectiveness of such programs has been demonstrated in many studies involving majority language students (e.g., Wesche, 2002), little is still known about minority language children who speak additional language/s at home and for whom, in our case, German constitutes their L2 and English their L3. In this study we compare 20 majority and 20 minority language students' German and English scores in receptive grammar tests at the end of grade 3 in a partial immersion school in which all subjects (except for German) are taught in English, corresponding to 70% of the teaching time. We employed two picture interpretation tasks, namely the English Test for the Reception of Grammar (TROG-E, Bishop, 2003) and the adapted version for German, i.e. the Test zur Überprüfung des Grammatikverständnisses (TROG-G, Fox, 2006). 80/84 points, respectively, can maximally be scored in the TROG-E and the TROG-G, which comprise of 20/24 grammatical phenomena. In both paper-and-pencil versions, the children have to match a prompt to one of four different pictures. Background variables included the Standard Progressive Matrices (Raven, 1976) for general cognitive ability, and a parental questionnaire to elicit information on children's language and social background. The results do not show any significant group differences between majority and minority language children, neither for the TROG-E, nor for the TROG-G. In other words, minority language children performed equally well as majority language children, independent of the language being tested. For majority language children, the results for the TROG-E support the Full Transfer position (e.g., Schwartz & Sprouse, 1996), which holds that the learner's L1 grammar (in this case German) as a whole constitutes the L2 initial state. Interestingly, the same result applies to minority language children, suggesting that Full Transfer may also take place from L2 German as the dominant language to L3 English. The finding that majority and minority language children perform in a very similar way in the two grammar tests lends further support to the assumption that immersion programs in primary schools may be beneficial for different groups of children including minority language children who, for different reasons, may be disadvantaged in regular school settings (see e.g. Steinlen, 2021).
References: Bishop, D. V. M. (2003). Test for Reception of Grammar: TROG-2: Manual (Version 2). London: Pearson. fmks (2014). Ranking: bilinguale Kitas und Grundschulen im Bundesvergleich, http://www.fmks-online.de/download.html. Fox, A. (Ed). (2006). Trog-D. Idstein: Schulz-Kirchner. Raven, J.C., Bulheller, S. & Häcker, H. (2002). CPM. Coloured Progressive Matrices. 3rd Ed. Göttingen: Hogrefe. Schwartz, B.D., & Sprouse, R.A. (1996). L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12, 40-72. Steinlen, A.(2021). English in Elementary School. Tübingen: Narr. Wesche, M.B. (2002). Early French immersion: How has the original Canadian model stood the test of time? In P. Burmeister, T. Piske & A. Rohde (Ed.). An Integrated View of Language Development (pp. 357-379). Trier: WVT
Anja Steinlen Senior Researcher, Friedrich-Alexander-Universität Erlangen-NürnbergThorsten Piske Full Professor And Chair, Friedrich-Alexander-Universität Erlangen-Nürnberg
Towards an integrated teaching of languages in Basque immersion programs: a study on a trilingual teaching sequence for oral expository skills in Basque, Spanish and English
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
Many studies from diverse contexts have underscored that education can play a key role in promoting minority language revitalisation (for instance, O'Duibhir, 2018). Basque immersion programs are considered a good example of this, one of their prominent features being that they aim to reinforce students' multilingual competence including a minority language (Idiazabal et al. 2015). Basque immersion programs are increasingly evolving towards interlinguistic or language integrated approaches. This can be observed in curricular guidelines, teaching materials (Balza et al., 2021) and classroom practices (Leonet et al., 2017). The goal of this paper is to show that a trilingual teaching sequence integrating activities in Basque, Spanish and English can effectively promote multilingual skills in Basque immersion settings. This research was carried out in a school located in a predominantly Spanish-speaking area of the Basque Autonomous Community. Basque is the medium of instruction in all educational levels of the school, except for language lessons in Spanish and English, and a few CLIL subjects in English. The participants of the study were 21 students aged 16, for whom Spanish was the dominant language of socialisation. A teaching sequence was designed and implemented. It followed the principles of the integrated teaching of languages and translanguaging, Basque being the most used language throughout the sequence; it also adopted a genre-based approach where the ultimate goal of the teaching constituted the production of texts. Specifically, students were required to produce oral expository texts, where Basque, Spanish and English were combined. Texts produced by students at the beginning and at the end of the teaching sequence constituted the empirical data of this study. The contrast between the initial and final texts showed an overall improvement of oral expository skills in the three languages. More specifically, students produced more explicit mentions of core elements at the introductory section of the text in Basque; they also used more accurate text genre-specific topic introducers, regardless of the language; and finally, they showed a more consistent use of rephrasing resources in English, to clarify some concepts referred to in their oral texts. We conclude that a planned language alternation and an integration of languages within a genre-focused teaching sequence can constitute an effective didactic approach in order to promote students' multilingual competence in Basque immersion education. References Balza, I., Encinas Reguero, M. C., y Milla, R. (2021). La didáctica de la gramática desde el tratamiento integrado de lenguas en la CAPV: Análisis de materiales del proyecto EKI. Didacticae, 9, 139-156. Idiazabal, I., Manterola, I. & Diaz de Gereñu, L. (2015). Objetivos y recursos didácticos para la educación plurilingüe. In I. Garcia-Azkoaga & I. Idiazabal (Eds), Para una ingeniería didáctica para la enseñanza plurilingüe. Bilbao: UPV/EHU. 37-59. Leonet, O., Cenoz, J. & Gorter, D. (2017) Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country. Journal of Language, Identity & Education, 16:4, 216-227. Ó Duibhir, P. (2018). Immersion education: Lessons from a minority language context. Bristol: Multilingual Matters.
Presenters Ibon Manterola Associate Professor, University Of The Basque Country (UPV/EHU) Co-authors
The Readabilty of Books for Immersion Schools: Understanding the Role of Text Complexity, Context and Literary Aspects
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
Children in elementary (full or partial) immersion programs learn to read in the target language. This situation creates challenges for the selection of appropriate books when, as in the case of German, reading instruction pedagogy in Germany still relies heavily on the reading primer (Fibel), whereas North American reading instruction is supported by a variety of books for choice, interest, and scaffolding of difficulty. Easy readers do not exist to the same extent in other languages. We argue that this deficit can be remedied using an interdisciplinary approach drawing from corpus and computational linguistics and educational research. We conducted a literature review in English and German following Jesson et al.'s (2011) key phases of a systematic review: map the field through a scoping review, do a comprehensive search, do quality assessment, extract data, and synthesise data before the write up. We have conceptualized a framework for understanding the role of text complexity, context, and literary features. Using German as the specific case, we propose a research program for investigating readability of books for immersion schools. This design brings together previous disparate efforts to determine appropriate books for immersion schools thereby facilitating the selection of appropriate books.
Children in elementary (full or partial) immersion programs learn to read in the target language, but teachers usually draw from the reading instruction pedagogy of the country in which they work. This situation creates challenges for the selection of appropriate books when, as in the case of German, reading instruction pedagogy in Germany still relies heavily on the reading primer (Fibel), whereas North American reading instruction is supported by a variety of books for choice, interest, and scaffolding of difficulty. Those familiar with the context of English point to readily-available open source websites, corpora and book catalogues of easy readers that do not exist to the same extent in other languages. Until now, immersion teachers have had to resort to creating or adapting their own materials, networking, or spending hours online or in bookstores. We argue that this deficit can be remedied using an interdisciplinary approach drawing from corpus and computational linguistics and educational research. To conceptualize this research, we conducted a literature review in English and German following Jesson et al.'s (2011) key phases of a systematic review: map the field through a scoping review, do a comprehensive search, do quality assessment, extract data, and synthesise data before the write up. Through this review, we have conceptualized a framework for understanding the role of text complexity, context, and literary features. Using this conceptual framework and using German as the specific case, we propose a research program for investigating readability of books for immersion schools. We recognize the implications of this design for bringing together previous disparate efforts to determine appropriate books for immersion schools thereby facilitating the selection of such books for students, parents, teachers and librarians.
Jesson, J., Matheson, L., & Lacey, F. M. (2011). Doing your literature review: Traditional and systematic techniques. Sage.
Presenters Roswita Dressler Associate Professor, University Of Calgary Co-authors
The Early Development of the Dual Language Assessment of Sociocultural Competence (DL_ASC)
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
Dual language (DL) education is an approach that promotes grade-level academic achievement, bilingualism and biliteracy, and sociocultural competence (SCC) to integrated groups of students through content-language integrated instruction. Although it makes sense that SCC is important for students' well-being as well as their academic development, SCC is the least developed component of DL education in terms of definition, research, and curricular and pedagogical guidelines for implementation (Feinauer & Howard, 2014). This paper introduces the Dual Language Assessment of Sociocultural Competence (DL_ASC), a measure designed to assess SCC among dual language students in grades 3-6. We will share the theoretical framework of the measure "" as well as the process of designing and piloting i. The DL_ASC is based on the Reference Framework of Competences for Democratic Culture (RFCDC, COE, 2016) and the Social Justice Standards ("Social Justice Standards", 2018), supplemented by relevant literature in areas where there are gaps, particularly with regard to critical consciousness, culturally sustaining pedagogy, anti-racist pedagogy, and decolonizing pedagogy.
Dual language (DL) education is a rapidly growing program model in the U.S. and the majority of the programs are Spanish-English programs that serve Latinx students, both those who are classified as English learners (Els) and those who enter as bilingual or English dominant (Howard et al., 2018). Over the past twenty years, the U.S. has seen a ten-fold increase in the number of dual language (DL) programs (Gross, 2016). While there has been considerable research documenting the ability of these programs to promote academic achievement and bilingualism and biliteracy, there is a notable gap in the research base on the third goal of sociocultural competence (SCC) (Feinauer & Howard, 2014). The rapid increase of these programs and their embrace by white, affluent, English-speaking parents has led to criticisms of the programs as being elitist and biased towards the interests of the dominant culture and failing to serve the needs of students of color in general and English learners (ELs) in particular (Cervantes-Soon et al., 2017; Flores, 2016). These scholars have called for programs to respond to the cultural needs of minoritized students and interrogate the power dynamics that may be influencing program design and outcomes. This call aligns with the goal of SCC, which is the least well-defined and therefore the least understood by practitioners, policymakers, and researchers alike, leaving teachers with little guidance about how to help students develop competence in this area. However, as the rising criticisms of DL education point out, this lack of attention to the so-called 'third goal' (Feinauer & Howard, 2014) may seriously undermine the ability of DL programs to meet the other two goals, and to do so in a way that is equitable for all students rather than skewed towards the needs of students from the dominant culture (Feinauer & Howard, 2014; Franchino, 2020). Thus, we argue that SCC should be reprioritized as the first goal of DL programs because it supports the whole student's well-being, and is likely to be the driver of bilingualism and biliteracy as well as other academic outcomes in a way that promotes equity for all students, particularly those classified as English learners (ELs) and other historically marginalized groups. Here we share the Dual Language Assessment of Sociocultural Competence (DL_ASC), an individually administered measure for dual language students in grades 3-6. The measure takes into account aspects of criticality and critical cultural awareness in the transformational DL education framework (Freire, 2014, 2020), which also seeks to help students sustain their identities through a social justice stance; culturally sustaining pedagogy, which seeks to affirm and incorporate the resources of students and their families into pedagogical practices, thus centering historically marginalized voices in the classroom (Paris & Alim, 2017); the Social Justice Standards ("Social Justice Standards", 2018); the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC, COE, 2016); and related literature. We describe the different phases of measure development using the Rasch-Guttman Scenario Scales (Ludlow et al., 2020).
Presenters Manuela Wagner Professor, University Of Connecticut
“Learning From Within:” Dual Language Bilingual Education Teacher Candidates’ Emerging Metalinguistic Awareness
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
Barko-Alva (2022) and others provide evidence of the need for training that supports pedagogical language knowledge (PLK) among dual language bilingual education (DLBE) teachers. Following prior research, we conducted a qualitative study to examine the level of confidence of four Spanish DLBE teacher candidates on their ability to draw on their PLK in the two program languages to unpack similarities and differences between the two languages for sense-making in science, and 2) understanding of power and ideology in language practices. We focused on key language uses in scientific sense-making, such as explaining and arguing (WIDA, 2020). Data included a survey (pre/post), recordings from three Professional Learning Community meetings and a final individual interview over the course of nine months. Preliminary findings will be discussed.
Dual language bilingual education (DLBE) programs, in which students receive content and language instruction in English and a partner language (most notably Spanish), have proliferated in the U.S. (Boyle et al., 2015). Many DLBE programs have prioritized the needs of English dominant students by promoting a strict separation of languages where the dynamic bilingualism of Spanish dominant students is viewed as a barrier (Flores & García, 2017, Valdez et al., 2016). To serve the needs of all the DLBE students and better represent their bilingualism and biliteracy development, it is imperative that educators engage in practices that leverage students' full linguistic repertoire and adopt a holistic approach to language and literacy instruction (García, 2009; Escamilla et al., 2014). For teachers this means having knowledge of the language structures associated with each discipline, what Bunch (2013) calls pedagogical language knowledge (PLK). Research indicates that many DLBE teachers need academic and professional support to build their PLK, especially when it comes to the partner language (e.g., Barko-Alva 2022; Guerrero & Guerrero, 2017). Working with four Spanish-dominant DLBE teacher candidates (TCs) preparing to be elementary teachers, we conducted a mixed-methods study to explore TCs': 1) level of confidence on their ability to draw on their PLK in the two program languages to unpack similarities and differences between the two languages for sense-making in science; and 2) understanding of power and ideology in language practices. Data included a survey (pre/post), three Professional Learning Community meetings and a final individual interview over the course of nine months. Preliminary findings revealed an increase in TCs' level of confidence in their ability to unpack connections between language structures for explaining scientific phenomena and a better understanding of racialized language practices. These findings have significant implications for TCs' own bilingual and biliteracy development and practices. References Barko-Alva, K. (2022). Enseñando en español: The need to support dual language bilingual education teachers' pedagogical language knowledge. Annual Review of Applied Linguistics, 1-7. Boyle, A., August, D., Tabaku, L., Cole, S., & Simpson-Baird, A. (2015). Dual Language Education Programs: Current State Policies and Practices. Office of English Language Acquisition, US Department of Education. Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37, 298–341. Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M. (2014). Biliteracy From the Start. Philadelphia, PA: Caslon, Inc. Flores, N., & García, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14-29. García, O. (2009). Bilingual education in the 21st century: A global perspective. John Wiley & Sons. Guerrero, M. D., & Guerrero, M. C. (2017). Competing discourses of academic Spanish in the Texas-Mexico borderlands. Bilingual Research Journal, 40(1), 5-19. Valdez, V. E., Freire, J. A., & Delavan, M. G. (2016). The gentrification of dual language education. The Urban Review, 48(4), 601-627.
Research-based assessments for Spanish heritage children in immersion schools
Oral Presentation[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
In our presentation, we discuss the need for research-based assessments for Spanish heritage speakers in immersion programs in the United States. For researchers, these assessments would allow us to conduct wide-scale analyses of how dual-language programs affect development in heritage bilinguals. For teachers, assessments are necessary to measure student learning, to design appropriate instructional interventions and to advance knowledge of what and how to teach young heritage Spanish speakers (Carreira & Kagan, 2018). For policymakers, bilingual assessments are vital for creating national curricular standards for bilingual education in countries such as the United States where they are currently lacking. Finally, we discuss our progress in creating a research-based instrument for assessing child heritage Spanish-speakers along the lines of the recommendations in our proposal.
Spanish heritage bilinguals growing up in the United States experience positive academic and linguistic outcomes from receiving instruction in both of their languages (Serafini, Rozell & Winsler, 2022). Unlike English-only education, dual-language (DL) immersion programs provide important benefits to heritage speakers by sustaining their bilingualism and continued growth in Spanish. In addition, Spanish heritage speakers enrolled in dual language programs in the U.S. have been found to score higher on standardized assessments of English language literacy than peers in monolingual schools (Acosta, Williams & Hunt, 2019). In contrast, being educated only in English accelerates attrition in the Spanish of heritage speakers (Montrul, 2016). Considerably less is known about the Spanish linguistic outcomes of heritage speakers who attend DL programs, highlighting the need for assessments designed to measure heritage bilingual development (García & Kleifgen, 2018). Current bilingual assessments measure language disorders (e.g., the Bilingual English-Spanish Assessment, Peña, Gutiérrez-Clellen, Iglesias, Goldstein, & Bedore, 2018) or second language acquisition (e.g.the STAMP 4S, Santos, 2019). Therefore, they are not optimized to capture heritage bilinguals' linguistic talents. In the case of heritage Spanish in American schools, assessments must also be capable of evaluating large, heterogeneous populations of bilingual children (Valdés, 2018). In our presentation we offer recommendations for constructing research-based instruments that can address the gap in knowledge of how heritage speaking children acquire Spanish through DL. First, we advocate for targeting specific linguistic structures that have proven difficult for bilingual populations. Additionally, we propose that production and comprehension must be addressed separately and the use of multiple types of tasks. We also address the importance of lexical frequency in constructing test items . Finally, we advocate for allowing heritage bilingual students to use translanguaging when completing oral and written assessments, sharing examples from young heritage speakers of Spanish enrolled in DL schools.
References Acosta, J., Williams, J., and Hunt, B. (2019). Dual Language Program Models and English Language Learners: An Analysis of the Literacy Results from a 50/50 and a 90/10 Model in Two California Schools. Journal of Educational Issues 5 (2): 1. https://doi.org/10.5296/jei.v5i2.14747. Carreira, M., & Kagan, O. (2018). Heritage language education: A proposal for the next 50 years. Foreign Language Annals, 51(1), 152–168. https://doi.org/10.1111/flan.12331 García, O., & Kleifgen, J. (2018). Educating emergent bilinguals: Policies, programs, and practices for English learners. Teachers College Press. Montrul, S. (2016). The acquisition of heritage languages. Cambridge University Press. Peña, E. D., Gutiérrez-Clellen, V. F., Iglesias, A., Goldstein, B. A., & Bedore, L. M. (2018). Bilingual English Spanish Assessment (BESA). Baltimore, MD: Brookes. Serafini, E., Rozell, N., & Winsler, A. (2022). Academic and English language outcomes for DLLs as a function of school bilingual education model: the role of two-way immersion and home language support. International Journal of Bilingual Education and Bilingualism, 25(2), 552-570. Valdés, G. (2018). Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes. Bilingual Research Journal, 41(4), 388-412.
Motivation in immersion schools: the effect of foreign language CLIL on motivation towards the foreign language (English) and the regional language (Basque).
[SYMP31] Emerging research findings in immersion research: A forum to explore yet uncharted and underexplored issues and questions08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
There is solid empirical evidence of a strong correlation between language-learning motivation and language achievement (Edelenbos et al., 2006; Mihaljević Djigunović, 2012). At the same time, the school context has proven to constitute a powerful factor impinging on the motivation of young learners (YLs) (Muñoz, 2017; Ushioda, 2009). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation (Banegas, 2013; Doiz et al., 2014b; Sylvén & Thompson, 2015). However, there are very few studies examining motivation in this context, especially in primary schools (Heras & Lasagabaster, 2015; Pladevall-Ballester, 2019). Even less is known about motivation towards coexisting languages in multilingual areas, where the survival of regional languages (RLs) often depends on their presence in school immersion contexts, and where embedded foreign-language (FL) CLIL reduces such presence. To address these gaps, motivation towards the FL, English, and the RL, Basque, was analysed in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The participants included i) a CLIL group (n = 230), who were exposed to five English as a foreign language (EFL) lessons and two CLIL lessons, and ii) a non-CLIL group (n = 169), who received five EFL lessons only. Results revealed significant differences between groups, with the CLIL learners displaying a more positive attitude towards the FL (English) and a lower motivation towards the usefulness of the RL (Basque). These findings suggest that an increase in the amount of exposure to the FL in immersion programmes by means of CLIL lessons improves motivation towards the FL at the expense of decreasing the instrumental motivation towards the RL.
References Banegas, D. (2013). The integration of content and language as a driving force in the EFL lesson. In Ushioda, E. (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 82–97). Palgrave Macmillan.
Doiz, A., Lasagabaster, D., & Sierra, J.M. (2014b) CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42, 209–224.
Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. European Commission, Education and Culture, Culture and Communication Multilingualism Policy.
Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19, 70–88.
Mihaljević Djigunović, J. (2012). Attitudes and motivation in early foreign language learning. CEPS Journal, 2, 55–74.
Muñoz, C. (2017). Tracing trajectories of young learners: Ten years of school English learning. Annual Review of Applied Linguistics, 37, 168–184.
Pladevall-Ballester, E. (2018). A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research, 23, 765–786.
Sylvén, L.K., & Thompson, A.S. (2015). Language learning motivation and CLIL: Is there a connection? Journal of Immersion and Content-Based Language Education, 3, 28–50.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Dornyei, Z., & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Multilingual Matters.
Eeva-Liisa Nyqvist
Marina Mattheoudakis
TJ Ó Ceallaigh
Pádraig Ó Duibhir
Thorsten Piske
Ibon Manterola
Roswita Dressler
Manuela Wagner 
Raúl Azpilicueta-Martínez