Clara Bauler - Academia.edu (original) (raw)
Papers by Clara Bauler
Multilingual Matters eBooks, Dec 31, 2024
Multilingual Matters eBooks, Dec 31, 2024
Multilingual Matters eBooks, Dec 31, 2024
De Gruyter eBooks, Feb 21, 2022
The CATESOL Journal, 2013
To succeed academically, students must learn how to develop critical response to texts (both writ... more To succeed academically, students must learn how to develop critical response to texts (both written texts and visual texts). Asynchronous forums provide an ideal setting for developing these response practices. This article illustrates how the author created scaffolded online forum discussions to support students in their academic literacy development. These discussions took place in a high-intermediate community college ESL class that included early-and late-arriving immigrant students, US-educated multilingual writers who have graduated from US high schools, and international students. The article concludes with a list of issues that teachers should consider when attempting to use online forum discussions in their specific contexts. English i really hard for me because i have difficulty in writing essays because sometimes i don't know how to spell a word or say it if i am talking to someone. I took English class four years when i was in high school for i could learn how to say words, spell and how to write and essay. (…) Also if i need help i am going to look for it because i don't want to have hard time in writing essays and also i don't want people to be making fun of me when i don't know how to say a word. (Bruna, Latina) When I was 12 and went to the United States. It was really challenging but I got the hang of it. Learning English was really challenging because if you go out, you have to speak english and if im home I speak my own language and, sometimes I mix it. And when I was in Junior High I took ESL's and on first it was hard to write in english and I think that I will get better on that. Im not sure but I think i took ESL like 3 years. (Simon, Filipino) I remember some experiences I had when learned English. When i was in market and i didn't know how to translate in English, and i asked other people how to translate to English, but they ignore me because i was Asian person. Then I decide it that i have to learn english very well and help other people that don't know hoe to speak English.
Language, Speech, and Hearing Services in Schools
Purpose: Ideologies are like rocks onto which individuals and institutions anchor their thoughts ... more Purpose: Ideologies are like rocks onto which individuals and institutions anchor their thoughts about what it means to be an “ideal language user” and what “standardized languaging” is. These deeply ingrained beliefs, influenced by colonial legacies and sociopolitical contexts, invisibly enforce a hierarchical order between people and their access to rights and privilege within societies. They inferiorize, marginalize, racialize, and nullify students and their families. The purposes of this tutorial are to reflect upon common dominant ideologies about language and languaging that are present in definitions, practices, and materials used in school-based settings by speech-language pathologists (SLPs) and to offer an invitation to interrupt the practices that are birthed from upholding these beliefs and are dehumanizing to children and families living at the intersections of marginalization. To illustrate how these beliefs about language are enacted in the field of speech-language pa...
This paper explored the integration of science and language instruction during a unit on plate te... more This paper explored the integration of science and language instruction during a unit on plate tectonics in a 7th grade transitional bilingual classroom. As not many studies have explored engaging bilingual learners in the Next Generation Science Standards practices of argumentation and explanation, we sought to analyze emergent bilinguals' construction and communication of scientific arguments and explanations in oral and written forms. We collected both classroom video data and student written work. We first analyzed student work associated with the unit's culminating task as evidence of the students' developing proficiency with science ideas, cognizant of what emergent bilinguals at varying levels of language proficiency are able to do with respect to producing the language functions of explain and argue. For video data, we created event maps of all classroom interaction and then narrowed our focus to key moments of interaction to shed light on the relationships among...
Second Language Teaching and Learning through Virtual Exchange, 2022
English Language Learners (ELLs) are often deprived of using English for academic purposes in mea... more English Language Learners (ELLs) are often deprived of using English for academic purposes in meaningful and authentic contexts when pulled out of the classroom for English Language Development services. To tackle this issue, schools have increasingly integrated ELLs in the mainstream classroom through an inclusive model of co-teaching between one content and one language teacher. Through a case study approach, we explored two co-teachers’ practices that fostered writing development within one first grade linguistically diverse mainstream classroom. Through analysis of classroom interaction as well as teachers’ and researchers’ notes, findings revealed that in holding core shared practices, the two teachers achieved an enhanced ability to scaffold their teaching to support their students’ writing development. Core shared practices included a sensitive view of students’ academic language and writing development, modeling for conversations about writing, embedding specific scaffolds f...
This paper explored the integration of science and language instruction during a unit on plate te... more This paper explored the integration of science and language instruction during a unit on plate tectonics in a 7th grade transitional bilingual classroom. As not many studies have explored engaging bilingual learners in the Next Generation Science Standards practices of argumentation and explanation, we sought to analyze emergent bilinguals’ construction and communication of scientific arguments and explanations in oral and written forms. We collected both classroom video data and student written work. We first analyzed student work associated with the unit’s culminating task as evidence of the students’ developing proficiency with science ideas, cognizant of what emergent bilinguals at varying levels of language proficiency are able to do with respect to producing the language functions of explain and argue. For video data, we created event maps of all classroom interaction and then narrowed our focus to key moments of interaction to shed light on the relationships among classroom...
To succeed academically, students must learn how to develop critical response to texts (both writ... more To succeed academically, students must learn how to develop critical response to texts (both written texts and visual texts). Asynchronous forums provide an ideal setting for developing these response practices. This article illustrates how the author created scaffolded online forum discussions to support students in their academic literacy development. These discussions took place in a high-intermediate community college ESL class that included earlyand late-arriving immigrant students, US-educated multilingual writers who have graduated from US high schools, and international students. The article concludes with a list of issues that teachers should consider when attempting to use online forum discussions in their specific contexts.
English in Education
ABSTRACT Flipgrid as an asynchronous video-mediated online discussion platform has offered a spac... more ABSTRACT Flipgrid as an asynchronous video-mediated online discussion platform has offered a space for teachers and students to interact and show their thinking in remote learning during the COVID-19 pandemic. While Flipgrid discussions can afford educators the chance to build on students’ creative language use, the choices teachers make when designing the discussions can also perpetuate standard language ideologies and purist language norms. This study presents a critical analysis of free and available teaching materials designed to support the use of Flipgrid, highlighting examples that foster or constrain student language choice and body positioning according to socially constructed norms for “Flipgrid netiquette.”
REVISTA ESCRITA, Nov 16, 2011
Resumo O presente artigo visa a discutir a relação entre o advento de multiletramentos digitais e... more Resumo O presente artigo visa a discutir a relação entre o advento de multiletramentos digitais e seus desdobramentos em práticas de escrita e leitura em ambientes virtuais na área de educação. Dentro de uma perspectiva sócio-cultural e histórica do discurso, procurar-se-á enfatizar a questão de que as práticas sociais e comunidades com que as pessoas convivem e interagem, estão intimamente relacionadas aos tipos de letramento a que elas têm acesso, principalmente se se consideram novas exigências de uma era de globalização e o capitalismo rápido. Nesse sentido, a difusão dos letramentos digitais na Internet possibilitou a construção de outros significados e modos de escrever e ler em nossa sociedade. Por outro lado, com a valorização dos letramentos digitais desenvolveram-se desigualdades cada vez mais profundas entre os indivíduos que se envolvem nessas práticas letradas e aqueles que permanecem alijados, sem acesso e sem voz na era digital. Nesse contexto, estar conectado ao mundo virtual torna-se uma questão fundamental na atualidade.
Advances in Linguistics and Communication Studies
Linguistically diverse learners tend to first relate the pragmatic ability they already possess i... more Linguistically diverse learners tend to first relate the pragmatic ability they already possess in their first or more dominant language (L1) to act in the L2; as a result, miscommunication and misunderstandings are frequent and common. Teachers can help learners develop awareness about L2 pragmatic norms by making visible how speech acts are performed in the L2 community of speakers while providing opportunities to engage in role-playing or real interactions involving the accomplishment of selected speech acts. This chapter offers an overview of the importance of context in cross-cultural interactions, a brief survey of the theories of speech acts, and concrete pedagogical ideas for teachers to develop linguistically diverse learners' pragmatic awareness and ability while celebrating and promoting linguistic and cultural diversity.
Cultural Studies of Science Education
Adopting a sociocultural perspective, we construct a case study exploring how a middle school bil... more Adopting a sociocultural perspective, we construct a case study exploring how a middle school bilingual science teacher reflected and acted when engaged in dialogue, co-teaching, and a newly designed unit on plate tectonics. Sources of data include video of classroom interaction and audio recordings of daily debriefs between the bilingual science teacher and second author. Dialogic reflections between these individuals reveal how the new curriculum, the dialogue, and co-teaching with the second author mediated the teacher’s emerging abilities to think and act in different ways at that sociohistorical moment in time. Based on these findings, we highly encourage professional development experiences to include ongoing dialogic reflection and co-teaching to “shake” teachers’ views and practice. These initial connections can indicate inroads into helping teachers broaden understanding of bilingual science education.
Cogent Education
as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof... more as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof will be undertaken on this manuscript before final publication of the Version of Record (VoR). Please note that during production and pre-press, errors may be discovered which could affect the content.
Multilingual Matters eBooks, Dec 31, 2024
Multilingual Matters eBooks, Dec 31, 2024
Multilingual Matters eBooks, Dec 31, 2024
De Gruyter eBooks, Feb 21, 2022
The CATESOL Journal, 2013
To succeed academically, students must learn how to develop critical response to texts (both writ... more To succeed academically, students must learn how to develop critical response to texts (both written texts and visual texts). Asynchronous forums provide an ideal setting for developing these response practices. This article illustrates how the author created scaffolded online forum discussions to support students in their academic literacy development. These discussions took place in a high-intermediate community college ESL class that included early-and late-arriving immigrant students, US-educated multilingual writers who have graduated from US high schools, and international students. The article concludes with a list of issues that teachers should consider when attempting to use online forum discussions in their specific contexts. English i really hard for me because i have difficulty in writing essays because sometimes i don't know how to spell a word or say it if i am talking to someone. I took English class four years when i was in high school for i could learn how to say words, spell and how to write and essay. (…) Also if i need help i am going to look for it because i don't want to have hard time in writing essays and also i don't want people to be making fun of me when i don't know how to say a word. (Bruna, Latina) When I was 12 and went to the United States. It was really challenging but I got the hang of it. Learning English was really challenging because if you go out, you have to speak english and if im home I speak my own language and, sometimes I mix it. And when I was in Junior High I took ESL's and on first it was hard to write in english and I think that I will get better on that. Im not sure but I think i took ESL like 3 years. (Simon, Filipino) I remember some experiences I had when learned English. When i was in market and i didn't know how to translate in English, and i asked other people how to translate to English, but they ignore me because i was Asian person. Then I decide it that i have to learn english very well and help other people that don't know hoe to speak English.
Language, Speech, and Hearing Services in Schools
Purpose: Ideologies are like rocks onto which individuals and institutions anchor their thoughts ... more Purpose: Ideologies are like rocks onto which individuals and institutions anchor their thoughts about what it means to be an “ideal language user” and what “standardized languaging” is. These deeply ingrained beliefs, influenced by colonial legacies and sociopolitical contexts, invisibly enforce a hierarchical order between people and their access to rights and privilege within societies. They inferiorize, marginalize, racialize, and nullify students and their families. The purposes of this tutorial are to reflect upon common dominant ideologies about language and languaging that are present in definitions, practices, and materials used in school-based settings by speech-language pathologists (SLPs) and to offer an invitation to interrupt the practices that are birthed from upholding these beliefs and are dehumanizing to children and families living at the intersections of marginalization. To illustrate how these beliefs about language are enacted in the field of speech-language pa...
This paper explored the integration of science and language instruction during a unit on plate te... more This paper explored the integration of science and language instruction during a unit on plate tectonics in a 7th grade transitional bilingual classroom. As not many studies have explored engaging bilingual learners in the Next Generation Science Standards practices of argumentation and explanation, we sought to analyze emergent bilinguals' construction and communication of scientific arguments and explanations in oral and written forms. We collected both classroom video data and student written work. We first analyzed student work associated with the unit's culminating task as evidence of the students' developing proficiency with science ideas, cognizant of what emergent bilinguals at varying levels of language proficiency are able to do with respect to producing the language functions of explain and argue. For video data, we created event maps of all classroom interaction and then narrowed our focus to key moments of interaction to shed light on the relationships among...
Second Language Teaching and Learning through Virtual Exchange, 2022
English Language Learners (ELLs) are often deprived of using English for academic purposes in mea... more English Language Learners (ELLs) are often deprived of using English for academic purposes in meaningful and authentic contexts when pulled out of the classroom for English Language Development services. To tackle this issue, schools have increasingly integrated ELLs in the mainstream classroom through an inclusive model of co-teaching between one content and one language teacher. Through a case study approach, we explored two co-teachers’ practices that fostered writing development within one first grade linguistically diverse mainstream classroom. Through analysis of classroom interaction as well as teachers’ and researchers’ notes, findings revealed that in holding core shared practices, the two teachers achieved an enhanced ability to scaffold their teaching to support their students’ writing development. Core shared practices included a sensitive view of students’ academic language and writing development, modeling for conversations about writing, embedding specific scaffolds f...
This paper explored the integration of science and language instruction during a unit on plate te... more This paper explored the integration of science and language instruction during a unit on plate tectonics in a 7th grade transitional bilingual classroom. As not many studies have explored engaging bilingual learners in the Next Generation Science Standards practices of argumentation and explanation, we sought to analyze emergent bilinguals’ construction and communication of scientific arguments and explanations in oral and written forms. We collected both classroom video data and student written work. We first analyzed student work associated with the unit’s culminating task as evidence of the students’ developing proficiency with science ideas, cognizant of what emergent bilinguals at varying levels of language proficiency are able to do with respect to producing the language functions of explain and argue. For video data, we created event maps of all classroom interaction and then narrowed our focus to key moments of interaction to shed light on the relationships among classroom...
To succeed academically, students must learn how to develop critical response to texts (both writ... more To succeed academically, students must learn how to develop critical response to texts (both written texts and visual texts). Asynchronous forums provide an ideal setting for developing these response practices. This article illustrates how the author created scaffolded online forum discussions to support students in their academic literacy development. These discussions took place in a high-intermediate community college ESL class that included earlyand late-arriving immigrant students, US-educated multilingual writers who have graduated from US high schools, and international students. The article concludes with a list of issues that teachers should consider when attempting to use online forum discussions in their specific contexts.
English in Education
ABSTRACT Flipgrid as an asynchronous video-mediated online discussion platform has offered a spac... more ABSTRACT Flipgrid as an asynchronous video-mediated online discussion platform has offered a space for teachers and students to interact and show their thinking in remote learning during the COVID-19 pandemic. While Flipgrid discussions can afford educators the chance to build on students’ creative language use, the choices teachers make when designing the discussions can also perpetuate standard language ideologies and purist language norms. This study presents a critical analysis of free and available teaching materials designed to support the use of Flipgrid, highlighting examples that foster or constrain student language choice and body positioning according to socially constructed norms for “Flipgrid netiquette.”
REVISTA ESCRITA, Nov 16, 2011
Resumo O presente artigo visa a discutir a relação entre o advento de multiletramentos digitais e... more Resumo O presente artigo visa a discutir a relação entre o advento de multiletramentos digitais e seus desdobramentos em práticas de escrita e leitura em ambientes virtuais na área de educação. Dentro de uma perspectiva sócio-cultural e histórica do discurso, procurar-se-á enfatizar a questão de que as práticas sociais e comunidades com que as pessoas convivem e interagem, estão intimamente relacionadas aos tipos de letramento a que elas têm acesso, principalmente se se consideram novas exigências de uma era de globalização e o capitalismo rápido. Nesse sentido, a difusão dos letramentos digitais na Internet possibilitou a construção de outros significados e modos de escrever e ler em nossa sociedade. Por outro lado, com a valorização dos letramentos digitais desenvolveram-se desigualdades cada vez mais profundas entre os indivíduos que se envolvem nessas práticas letradas e aqueles que permanecem alijados, sem acesso e sem voz na era digital. Nesse contexto, estar conectado ao mundo virtual torna-se uma questão fundamental na atualidade.
Advances in Linguistics and Communication Studies
Linguistically diverse learners tend to first relate the pragmatic ability they already possess i... more Linguistically diverse learners tend to first relate the pragmatic ability they already possess in their first or more dominant language (L1) to act in the L2; as a result, miscommunication and misunderstandings are frequent and common. Teachers can help learners develop awareness about L2 pragmatic norms by making visible how speech acts are performed in the L2 community of speakers while providing opportunities to engage in role-playing or real interactions involving the accomplishment of selected speech acts. This chapter offers an overview of the importance of context in cross-cultural interactions, a brief survey of the theories of speech acts, and concrete pedagogical ideas for teachers to develop linguistically diverse learners' pragmatic awareness and ability while celebrating and promoting linguistic and cultural diversity.
Cultural Studies of Science Education
Adopting a sociocultural perspective, we construct a case study exploring how a middle school bil... more Adopting a sociocultural perspective, we construct a case study exploring how a middle school bilingual science teacher reflected and acted when engaged in dialogue, co-teaching, and a newly designed unit on plate tectonics. Sources of data include video of classroom interaction and audio recordings of daily debriefs between the bilingual science teacher and second author. Dialogic reflections between these individuals reveal how the new curriculum, the dialogue, and co-teaching with the second author mediated the teacher’s emerging abilities to think and act in different ways at that sociohistorical moment in time. Based on these findings, we highly encourage professional development experiences to include ongoing dialogic reflection and co-teaching to “shake” teachers’ views and practice. These initial connections can indicate inroads into helping teachers broaden understanding of bilingual science education.
Cogent Education
as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof... more as soon as possible after acceptance. Copyediting, typesetting, and review of the resulting proof will be undertaken on this manuscript before final publication of the Version of Record (VoR). Please note that during production and pre-press, errors may be discovered which could affect the content.