Julien Ekiaka Oblazamengo | Principia College (original) (raw)

Papers by Julien Ekiaka Oblazamengo

Upon their arrival to the United States (U.S.), East Asian American immigrants live in diverse a... more Upon their arrival to the United States (U.S.), East Asian American immigrants live in diverse and multilingual settings in which assimilationist discourses proliferate. This paper analyzed the possibility of drawing a pluralistic and intercultural curriculum frame for diverse settings with culturally and linguistically diverse (CLD) individuals across the U.S.. An analysis of the European Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education, including a compared lecture of the literature, was utilized for framing a multicultural curriculum. Insights from state of art literature review suggested that the recommended multilingual/multicultural curriculum frame may assist to shift polarized views to pluralist discourses in the U.S..

This partial mixed methods research report explored the impact of systematic homebased Spanish re... more This partial mixed methods research report explored the impact of systematic homebased Spanish reading practices on Mexican-American elementary students’ oral fluency development. Data were collected from 32 US-born primary grade English language learners and their parents. Findings indicated that (a) systematic home-based reading practices have a tremendous impact on children’s Spanish oral language development, (b) Mexican-American parents are in need of fostering a new consciousness aimed at developing heritage language literacy environments at home, and (c) children with low HL word per minutes were resistant to reading in Spanish due to their parents’ instrumental approach of learning English.

Journal of Modern Education Review, Jan 20, 2014

US-China Education Review B, 2016

Journal of Modern Education Review, 2016

Many bilingual children translate for their parents or relatives in a wide range of contexts (Bak... more Many bilingual children translate for their parents or relatives in a wide range of contexts (Baker, 2006; Corona et al, 2012; De Jong, 2011). In fact, language brokering plays an important role in the acculturation process of bilingual children. However, this practice has been negatively viewed by advocates of fractional perspective of bilingualism (De Jong, 2011). Most studies (Corona et al, 2012; De Jong, 2011 & Orellana, 2009) have focused on the child-broker. Few projects have explored this topic targeting bilingual children’s parents (Kam, 2011).The purpose of this narrative research consists of exploring how language brokering practices affect bilingual children’s parents acculturation processes through the examination of the following research question: to what extent language brokering practices impact bilingual children parents’ acculturation processes in a subtractive bilingualism setting? As a sample of six parents agreed to participate in the data collection process usi...

Over the last few decades, the United States of America (USA) has experienced an increase in the ... more Over the last few decades, the United States of America (USA) has experienced an increase in the number of K-12 students due to increasing waves of immigrants and the high birth rate of immigrant families. Most of today’s K-12 classes reflect a diversity of non-English speaking (NES) students whose English proficiency challenges their academic performance and hinders their access to academic instruction. From its enactment in 1968 to the No Child Left Behind Act of 2001, the Bilingual Education Act (BEA) has served as a legal frame to help school districts facilitate equal access to education for those students. Besides the BEA, numerous studies have reported the necessity of promoting and embracing diversity as well as practicing social justice in education. However, few studies have reported on ways preservice bilingual teacher programs are preparing teacher candidates for social justice. This research study explored the ways social justice is included in four South Texas bilingual teacher education programs. These programs are in areas extending from Austin, Texas to the border with Mexico (the area lying from Austin to Rio Grande (RGV)). This study focused on bilingual teacher educators’ perspectives, as well as the perspectives of preservice teachers enrolled in those programs. The researcher used a simultaneous qualitative mixed method design based principally on a complete narrative strategy with supplementary data collection strategies. Data were collected from interviews in four bilingual teacher preparation programs and from descriptive syllabi of the degree plan course core. The sampling included seven (7) teacher educators and thirteen (13) junior and senior bilingual teacher candidates. Supplementary data came from documental analysis of course syllabi. Data analysis was performed using Ginsburg’s narrative approach. Alongside this approach, there was a special focus on source triangulation technique aimed at finding consistency between the course syllabi description, teacher educators and teacher candidates’ stories and experiences on social justice. Findings showed coherence and incoherence between participants’ beliefs and practice of social justice education. Findings suggested divergences and similarities in the four research sites in terms of preparing bilingual teacher candidates for social justice education. Finally, the researcher drew implications, and made recommendations for bilingual teacher education programs and further research orientation.

The International Journal of Technologies in Learning, 2015

Published in 2010, the National Education Technology Plan (NETP) was a vivid call to transform th... more Published in 2010, the National Education Technology Plan (NETP) was a vivid call to transform the American educational system by incorporating advanced technologies used in people's daily personal, educational, and professional lives. Learning, assessment, teaching, infrastructure, and productivity must be empowered by technology. Therefore, a better understanding of digital technologies in post-secondary education is needed. This pilot study investigated the educational experiences of graduate students who completed coursework that involved Voice over the Internet Protocol (VoIP) and Virtual World Application (VWA). The study asked the following research question: how do graduate students describe their learning experiences in their interactive classes that included the VoIP (ooVoo) and the VWA (Second Life)? In addition, the study explored students' input that faculty may include in future courses. Data collection was obtained through Internet surveys from graduate students in a U.S. university. Findings showed a preference of an interactive medium over another. Implications suggested the elaboration and the promotion of a double skill: the technology knowledge or skills must support the achievement in the content course.

This partial mixed methods research report explored the impact of systematic home-based Spanish r... more This partial mixed methods research report explored the impact of systematic home-based Spanish reading practices on Mexican-American elementary students' oral fluency development. Data were collected from 32 US-born primary grade English language learners and their parents. Findings indicated that (a) systematic home-based reading practices have a tremendous impact on children's Spanish oral language development, (b) Mexican-American parents are in need of fostering a new consciousness aimed at developing heritage language literacy environments at home, and (c) children with low HL word per minutes were resistant to reading in Spanish due to their parents' instrumental approach of learning English.

As the hegemonic trend toward a unique and uniform culture and language grows, some ethnic groups... more As the hegemonic trend toward a unique and uniform culture and language grows, some ethnic groups in South Texas are not ready to give up their cultural and linguistic rights. In opposition to Anglo American leading institutions, many students drop out of schools (Beykont, 1997, 2002). Historically, schools and teachers — consciously or unconsciously — have been the medium to institutionalize a policing of one language (Skutnabb-Kangas, 2000) and to deculturalize and/or Americanize Mexican American students. Since Guadalupe Hidalgo's bill, the most common methods which were incorporated into educational policies included segregation and isolation, forced change of language, curriculum and textbooks reflecting the dominant group, denial of cultural and religious expression of dominated groups, and the exclusive use of teachers from dominant groups (Spring, 2007). Using a critical pedagogical approach, the authors discuss Texas' public school districts as an oppressive cultural system by Anglo Americans standards or policies, and some practical advice to Mexican-American/Latino Parents on how to stop the ongoing deculturation of future generations of their children, including the intensive use of technologies.

Sub-Saharan and Caribbean Francophone literature is called 'fighting literature'. For years, slav... more Sub-Saharan and Caribbean Francophone literature is called 'fighting literature'. For years, slavery and colonialism suggested an intellectual supremacy of one race over another (Irele, 1965). Most of the novels from this literature condemn these racial stereotypes, and tend to provide cultural and intellectual proves of African and Caribbean people, even though they have been defined as inferior. In this comparative paper, we analyze the theme of education through the following novels: Une Si Longue Lettre (Bâ, 2007), Pluie et Vent sur Télumée Miracle (Schwarz-Bart, 1972), La femme aux Pieds-nus (Mukasonga, 2008), Une vie de Boy (Oyono, 1956), and Traversée de la Mangrove (Condé, 2008). In order to promote the development of intellectual and moral aptitudes in African and Caribbean literature, we discuss different types of knowledge from each novel. The examination of the following question will guide this analysis: to what extent do the novels authors contribute to educating members of their own society? Mots clés: littérature francophone, littérature afro-antillaise, éducation, littérature de lutte, écrivaines africaines, romans afro-antillais, femme afro-antillaise

 Upon their arrival to the United States (U.S.), East Asian American immigrants live in diverse ... more  Upon their arrival to the United States (U.S.), East Asian American immigrants live in diverse and multilingual settings in which assimilationist discourses proliferate. This paper analyzed the possibility of drawing a pluralistic and intercultural curriculum frame for diverse settings with culturally and linguistically diverse (CLD) individuals across the U.S.. An analysis of the European Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education, including a compared lecture of the literature, was utilized for framing a multicultural curriculum. Insights from state of art literature review suggested that the recommended multilingual/multicultural curriculum frame may assist to shift polarized views to pluralist discourses in the U.S..

Published in 2010, the National Education Technology Plan (NETP) was a vivid call to transform th... more Published in 2010, the National Education Technology Plan (NETP) was a vivid call to transform the American educational system by incorporating advanced technologies used in people's daily personal, educational, and professional lives. Learning, assessment, teaching, infrastructure, and productivity must be empowered by technology. Therefore, a better understanding of digital technologies in post-secondary education is needed. This pilot study investigated the educational experiences of graduate students who completed coursework that involved Voice over the Internet Protocol (VoIP) and Virtual World Application (VWA). The study asked the following research question: how do graduate students describe their learning experiences in their interactive classes that included the VoIP (ooVoo) and the VWA (Second Life)? In addition, the study explored students' input that faculty may include in future courses. Data collection was obtained through Internet surveys from graduate students in a U.S. university. Findings showed a preference of an interactive medium over another. Implications suggested the elaboration and the promotion of a double skill: the technology knowledge or skills must support the achievement in the content course.

Children acquire literacy from several sources: school, community, family's funds of knowledge, e... more Children acquire literacy from several sources: school, community, family's funds of knowledge, etc.. Most second generation Chinese-American children are sent to the weekend classes to learn Mandarin, their heritage language (HL), a language that they are culturally or proficiently connected to. The purpose of this qualitative study was to explore Chinese heritage language (CHL) school educators' and parents' perceptions of the Chinese literacy development of second generation Chinese-American children via Sunday classes in South Texas. The study used multiple data collection strategies including a non-participative observation of Sunday classes, and the interviews with the teachers, the principal, and parents. Responsibility, commitment, enthusiasm, participation, and cultural inherence were some of the finding key terms that summarized participants' perceptions. Implications for a better venue of the Mandarin maintenance include, but not limited to, the merging to a formal bilingual private school.

Teaching practices in the 21st century requires a complexity of skills and knowledge to reach the... more Teaching practices in the 21st century requires a complexity of skills and knowledge to reach the learning targets and improve students’ achievement (McMillan, 2013). Scholars have urged the inclusion of native cultural background into the instruction of Culturally Linguistic Diverse (CLD) students (Herrera, Morales Cabral, & Murry, 2012). The implementation of multiculturalism into the classroom helps promote cross-culturalism respect toward one another (Gaertner & Lester, 2004). This paper aimed at exploring some of the multicultural elements that are implemented into EC-6 curriculum and how they are implemented. An analysis of the review of literature, including a compared lecture of the literature will be utilized. Findings suggest different approaches to teaching. Also, increasing the awareness of cultural diversity may lead students to be engaged in transformative and social actions for justice. Further research directions are suggested.

Many bilingual children translate for their parents or relatives in a wide range of contexts (Bak... more Many bilingual children translate for their parents or relatives in a wide range of contexts (Baker, 2006; Corona et al, 2012; De Jong, 2011). In fact, language brokering plays an important role in the acculturation process of bilingual children. However, this practice has been negatively viewed by advocates of fractional perspective of bilingualism (De Jong, 2011). Most studies (Corona et al, 2012; De Jong, 2011 & Orellana, 2009) have focused on the child-broker. Few projects have explored this topic targeting bilingual children’s parents (Kam, 2011).The
purpose of this narrative research consists of exploring how language brokering practices affect bilingual children’s parents acculturation processes through the examination of the following research question: to what extent language brokering practices impact bilingual children parents’ acculturation processes in a subtractive bilingualism setting? As a sample of six parents agreed to participate in the data collection process using the Ginsburg approach. Findings suggest not only conditions under which language brokering practices are
positively appreciated, but also significant impact on parental acculturation processes.

Thesis Chapters by Julien Ekiaka Oblazamengo

ProQUest, 2018

Over the last few decades, the United States of America (USA) has experienced an increase in the ... more Over the last few decades, the United States of America (USA) has experienced an increase in the number of K-12 students due to increasing waves of immigrants and the high birth rate of immigrant families. Most of today’s K-12 classes reflect a diversity of non-English speaking (NES) students whose English proficiency challenges their academic performance and hinders their access to academic instruction. From its enactment in 1968 to the No Child Left Behind Act of 2001, the Bilingual Education Act (BEA) has served as a legal frame to help school districts facilitate equal access to education for those students. Besides the BEA, numerous studies have reported the necessity of promoting and embracing diversity as well as practicing social justice in education. However, few studies have reported on ways preservice bilingual teacher programs are preparing teacher candidates for social justice.

This research study explored the ways social justice is included in four South Texas bilingual teacher education programs. These programs are in areas extending from Austin, Texas to the border with Mexico (the area lying from Austin to Rio Grande (RGV)). This study focused on bilingual teacher educators’ perspectives, as well as the perspectives of preservice teachers enrolled in those programs. The researcher used a simultaneous qualitative mixed method design based principally on a complete narrative strategy with supplementary data collection strategies. Data were collected from interviews in four bilingual teacher preparation programs and from descriptive syllabi of the degree plan course core. The sampling included seven (7) teacher educators and thirteen (13) junior and senior bilingual teacher candidates. Supplementary data came from document analysis of course syllabi.

Data analysis was performed using Ginsburg’s narrative approach. Alongside this approach, there was a special focus on source triangulation technique aimed at finding consistency between the course syllabi description, teacher educators and teacher candidates’ stories and experiences on social justice. Findings showed coherence and incoherence between participants’ beliefs and practice of social justice education. Findings suggested divergences and similarities in the four research sites in terms of preparing bilingual teacher candidates for social justice education. Finally, the researcher drew implications, and made recommendations for bilingual teacher education programs and further research orientation.

Published Books by Julien Ekiaka Oblazamengo

MediaComX LTD, Jul 24, 2024

Published in 2010, the National Educational Technology Plan called to transform the American educ... more Published in 2010, the National Educational Technology Plan called to transform the American educational system by introducing daily technology into the instruction. A systematic use of technology, natural setting of K-12 language learners, is regarded as one of the indicators of quality language teaching. Learning foreign languages has become a complicating mission in the U.S. Pedagogically, there is a need of revamping the grammar-vocabulary-translation focus, the silent way, and the audio-lingual methods in foreign language. This qualitative research explores the impact of a systematic use of Second Life on teaching French language to teens.
Optimal conditions of virtual world as core learning management system for teaching and ideal profile of a virtual language teacher are discussed.

Upon their arrival to the United States (U.S.), East Asian American immigrants live in diverse a... more Upon their arrival to the United States (U.S.), East Asian American immigrants live in diverse and multilingual settings in which assimilationist discourses proliferate. This paper analyzed the possibility of drawing a pluralistic and intercultural curriculum frame for diverse settings with culturally and linguistically diverse (CLD) individuals across the U.S.. An analysis of the European Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education, including a compared lecture of the literature, was utilized for framing a multicultural curriculum. Insights from state of art literature review suggested that the recommended multilingual/multicultural curriculum frame may assist to shift polarized views to pluralist discourses in the U.S..

This partial mixed methods research report explored the impact of systematic homebased Spanish re... more This partial mixed methods research report explored the impact of systematic homebased Spanish reading practices on Mexican-American elementary students’ oral fluency development. Data were collected from 32 US-born primary grade English language learners and their parents. Findings indicated that (a) systematic home-based reading practices have a tremendous impact on children’s Spanish oral language development, (b) Mexican-American parents are in need of fostering a new consciousness aimed at developing heritage language literacy environments at home, and (c) children with low HL word per minutes were resistant to reading in Spanish due to their parents’ instrumental approach of learning English.

Journal of Modern Education Review, Jan 20, 2014

US-China Education Review B, 2016

Journal of Modern Education Review, 2016

Many bilingual children translate for their parents or relatives in a wide range of contexts (Bak... more Many bilingual children translate for their parents or relatives in a wide range of contexts (Baker, 2006; Corona et al, 2012; De Jong, 2011). In fact, language brokering plays an important role in the acculturation process of bilingual children. However, this practice has been negatively viewed by advocates of fractional perspective of bilingualism (De Jong, 2011). Most studies (Corona et al, 2012; De Jong, 2011 & Orellana, 2009) have focused on the child-broker. Few projects have explored this topic targeting bilingual children’s parents (Kam, 2011).The purpose of this narrative research consists of exploring how language brokering practices affect bilingual children’s parents acculturation processes through the examination of the following research question: to what extent language brokering practices impact bilingual children parents’ acculturation processes in a subtractive bilingualism setting? As a sample of six parents agreed to participate in the data collection process usi...

Over the last few decades, the United States of America (USA) has experienced an increase in the ... more Over the last few decades, the United States of America (USA) has experienced an increase in the number of K-12 students due to increasing waves of immigrants and the high birth rate of immigrant families. Most of today’s K-12 classes reflect a diversity of non-English speaking (NES) students whose English proficiency challenges their academic performance and hinders their access to academic instruction. From its enactment in 1968 to the No Child Left Behind Act of 2001, the Bilingual Education Act (BEA) has served as a legal frame to help school districts facilitate equal access to education for those students. Besides the BEA, numerous studies have reported the necessity of promoting and embracing diversity as well as practicing social justice in education. However, few studies have reported on ways preservice bilingual teacher programs are preparing teacher candidates for social justice. This research study explored the ways social justice is included in four South Texas bilingual teacher education programs. These programs are in areas extending from Austin, Texas to the border with Mexico (the area lying from Austin to Rio Grande (RGV)). This study focused on bilingual teacher educators’ perspectives, as well as the perspectives of preservice teachers enrolled in those programs. The researcher used a simultaneous qualitative mixed method design based principally on a complete narrative strategy with supplementary data collection strategies. Data were collected from interviews in four bilingual teacher preparation programs and from descriptive syllabi of the degree plan course core. The sampling included seven (7) teacher educators and thirteen (13) junior and senior bilingual teacher candidates. Supplementary data came from documental analysis of course syllabi. Data analysis was performed using Ginsburg’s narrative approach. Alongside this approach, there was a special focus on source triangulation technique aimed at finding consistency between the course syllabi description, teacher educators and teacher candidates’ stories and experiences on social justice. Findings showed coherence and incoherence between participants’ beliefs and practice of social justice education. Findings suggested divergences and similarities in the four research sites in terms of preparing bilingual teacher candidates for social justice education. Finally, the researcher drew implications, and made recommendations for bilingual teacher education programs and further research orientation.

The International Journal of Technologies in Learning, 2015

Published in 2010, the National Education Technology Plan (NETP) was a vivid call to transform th... more Published in 2010, the National Education Technology Plan (NETP) was a vivid call to transform the American educational system by incorporating advanced technologies used in people's daily personal, educational, and professional lives. Learning, assessment, teaching, infrastructure, and productivity must be empowered by technology. Therefore, a better understanding of digital technologies in post-secondary education is needed. This pilot study investigated the educational experiences of graduate students who completed coursework that involved Voice over the Internet Protocol (VoIP) and Virtual World Application (VWA). The study asked the following research question: how do graduate students describe their learning experiences in their interactive classes that included the VoIP (ooVoo) and the VWA (Second Life)? In addition, the study explored students' input that faculty may include in future courses. Data collection was obtained through Internet surveys from graduate students in a U.S. university. Findings showed a preference of an interactive medium over another. Implications suggested the elaboration and the promotion of a double skill: the technology knowledge or skills must support the achievement in the content course.

This partial mixed methods research report explored the impact of systematic home-based Spanish r... more This partial mixed methods research report explored the impact of systematic home-based Spanish reading practices on Mexican-American elementary students' oral fluency development. Data were collected from 32 US-born primary grade English language learners and their parents. Findings indicated that (a) systematic home-based reading practices have a tremendous impact on children's Spanish oral language development, (b) Mexican-American parents are in need of fostering a new consciousness aimed at developing heritage language literacy environments at home, and (c) children with low HL word per minutes were resistant to reading in Spanish due to their parents' instrumental approach of learning English.

As the hegemonic trend toward a unique and uniform culture and language grows, some ethnic groups... more As the hegemonic trend toward a unique and uniform culture and language grows, some ethnic groups in South Texas are not ready to give up their cultural and linguistic rights. In opposition to Anglo American leading institutions, many students drop out of schools (Beykont, 1997, 2002). Historically, schools and teachers — consciously or unconsciously — have been the medium to institutionalize a policing of one language (Skutnabb-Kangas, 2000) and to deculturalize and/or Americanize Mexican American students. Since Guadalupe Hidalgo's bill, the most common methods which were incorporated into educational policies included segregation and isolation, forced change of language, curriculum and textbooks reflecting the dominant group, denial of cultural and religious expression of dominated groups, and the exclusive use of teachers from dominant groups (Spring, 2007). Using a critical pedagogical approach, the authors discuss Texas' public school districts as an oppressive cultural system by Anglo Americans standards or policies, and some practical advice to Mexican-American/Latino Parents on how to stop the ongoing deculturation of future generations of their children, including the intensive use of technologies.

Sub-Saharan and Caribbean Francophone literature is called 'fighting literature'. For years, slav... more Sub-Saharan and Caribbean Francophone literature is called 'fighting literature'. For years, slavery and colonialism suggested an intellectual supremacy of one race over another (Irele, 1965). Most of the novels from this literature condemn these racial stereotypes, and tend to provide cultural and intellectual proves of African and Caribbean people, even though they have been defined as inferior. In this comparative paper, we analyze the theme of education through the following novels: Une Si Longue Lettre (Bâ, 2007), Pluie et Vent sur Télumée Miracle (Schwarz-Bart, 1972), La femme aux Pieds-nus (Mukasonga, 2008), Une vie de Boy (Oyono, 1956), and Traversée de la Mangrove (Condé, 2008). In order to promote the development of intellectual and moral aptitudes in African and Caribbean literature, we discuss different types of knowledge from each novel. The examination of the following question will guide this analysis: to what extent do the novels authors contribute to educating members of their own society? Mots clés: littérature francophone, littérature afro-antillaise, éducation, littérature de lutte, écrivaines africaines, romans afro-antillais, femme afro-antillaise

 Upon their arrival to the United States (U.S.), East Asian American immigrants live in diverse ... more  Upon their arrival to the United States (U.S.), East Asian American immigrants live in diverse and multilingual settings in which assimilationist discourses proliferate. This paper analyzed the possibility of drawing a pluralistic and intercultural curriculum frame for diverse settings with culturally and linguistically diverse (CLD) individuals across the U.S.. An analysis of the European Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education, including a compared lecture of the literature, was utilized for framing a multicultural curriculum. Insights from state of art literature review suggested that the recommended multilingual/multicultural curriculum frame may assist to shift polarized views to pluralist discourses in the U.S..

Published in 2010, the National Education Technology Plan (NETP) was a vivid call to transform th... more Published in 2010, the National Education Technology Plan (NETP) was a vivid call to transform the American educational system by incorporating advanced technologies used in people's daily personal, educational, and professional lives. Learning, assessment, teaching, infrastructure, and productivity must be empowered by technology. Therefore, a better understanding of digital technologies in post-secondary education is needed. This pilot study investigated the educational experiences of graduate students who completed coursework that involved Voice over the Internet Protocol (VoIP) and Virtual World Application (VWA). The study asked the following research question: how do graduate students describe their learning experiences in their interactive classes that included the VoIP (ooVoo) and the VWA (Second Life)? In addition, the study explored students' input that faculty may include in future courses. Data collection was obtained through Internet surveys from graduate students in a U.S. university. Findings showed a preference of an interactive medium over another. Implications suggested the elaboration and the promotion of a double skill: the technology knowledge or skills must support the achievement in the content course.

Children acquire literacy from several sources: school, community, family's funds of knowledge, e... more Children acquire literacy from several sources: school, community, family's funds of knowledge, etc.. Most second generation Chinese-American children are sent to the weekend classes to learn Mandarin, their heritage language (HL), a language that they are culturally or proficiently connected to. The purpose of this qualitative study was to explore Chinese heritage language (CHL) school educators' and parents' perceptions of the Chinese literacy development of second generation Chinese-American children via Sunday classes in South Texas. The study used multiple data collection strategies including a non-participative observation of Sunday classes, and the interviews with the teachers, the principal, and parents. Responsibility, commitment, enthusiasm, participation, and cultural inherence were some of the finding key terms that summarized participants' perceptions. Implications for a better venue of the Mandarin maintenance include, but not limited to, the merging to a formal bilingual private school.

Teaching practices in the 21st century requires a complexity of skills and knowledge to reach the... more Teaching practices in the 21st century requires a complexity of skills and knowledge to reach the learning targets and improve students’ achievement (McMillan, 2013). Scholars have urged the inclusion of native cultural background into the instruction of Culturally Linguistic Diverse (CLD) students (Herrera, Morales Cabral, & Murry, 2012). The implementation of multiculturalism into the classroom helps promote cross-culturalism respect toward one another (Gaertner & Lester, 2004). This paper aimed at exploring some of the multicultural elements that are implemented into EC-6 curriculum and how they are implemented. An analysis of the review of literature, including a compared lecture of the literature will be utilized. Findings suggest different approaches to teaching. Also, increasing the awareness of cultural diversity may lead students to be engaged in transformative and social actions for justice. Further research directions are suggested.

Many bilingual children translate for their parents or relatives in a wide range of contexts (Bak... more Many bilingual children translate for their parents or relatives in a wide range of contexts (Baker, 2006; Corona et al, 2012; De Jong, 2011). In fact, language brokering plays an important role in the acculturation process of bilingual children. However, this practice has been negatively viewed by advocates of fractional perspective of bilingualism (De Jong, 2011). Most studies (Corona et al, 2012; De Jong, 2011 & Orellana, 2009) have focused on the child-broker. Few projects have explored this topic targeting bilingual children’s parents (Kam, 2011).The
purpose of this narrative research consists of exploring how language brokering practices affect bilingual children’s parents acculturation processes through the examination of the following research question: to what extent language brokering practices impact bilingual children parents’ acculturation processes in a subtractive bilingualism setting? As a sample of six parents agreed to participate in the data collection process using the Ginsburg approach. Findings suggest not only conditions under which language brokering practices are
positively appreciated, but also significant impact on parental acculturation processes.

ProQUest, 2018

Over the last few decades, the United States of America (USA) has experienced an increase in the ... more Over the last few decades, the United States of America (USA) has experienced an increase in the number of K-12 students due to increasing waves of immigrants and the high birth rate of immigrant families. Most of today’s K-12 classes reflect a diversity of non-English speaking (NES) students whose English proficiency challenges their academic performance and hinders their access to academic instruction. From its enactment in 1968 to the No Child Left Behind Act of 2001, the Bilingual Education Act (BEA) has served as a legal frame to help school districts facilitate equal access to education for those students. Besides the BEA, numerous studies have reported the necessity of promoting and embracing diversity as well as practicing social justice in education. However, few studies have reported on ways preservice bilingual teacher programs are preparing teacher candidates for social justice.

This research study explored the ways social justice is included in four South Texas bilingual teacher education programs. These programs are in areas extending from Austin, Texas to the border with Mexico (the area lying from Austin to Rio Grande (RGV)). This study focused on bilingual teacher educators’ perspectives, as well as the perspectives of preservice teachers enrolled in those programs. The researcher used a simultaneous qualitative mixed method design based principally on a complete narrative strategy with supplementary data collection strategies. Data were collected from interviews in four bilingual teacher preparation programs and from descriptive syllabi of the degree plan course core. The sampling included seven (7) teacher educators and thirteen (13) junior and senior bilingual teacher candidates. Supplementary data came from document analysis of course syllabi.

Data analysis was performed using Ginsburg’s narrative approach. Alongside this approach, there was a special focus on source triangulation technique aimed at finding consistency between the course syllabi description, teacher educators and teacher candidates’ stories and experiences on social justice. Findings showed coherence and incoherence between participants’ beliefs and practice of social justice education. Findings suggested divergences and similarities in the four research sites in terms of preparing bilingual teacher candidates for social justice education. Finally, the researcher drew implications, and made recommendations for bilingual teacher education programs and further research orientation.

MediaComX LTD, Jul 24, 2024

Published in 2010, the National Educational Technology Plan called to transform the American educ... more Published in 2010, the National Educational Technology Plan called to transform the American educational system by introducing daily technology into the instruction. A systematic use of technology, natural setting of K-12 language learners, is regarded as one of the indicators of quality language teaching. Learning foreign languages has become a complicating mission in the U.S. Pedagogically, there is a need of revamping the grammar-vocabulary-translation focus, the silent way, and the audio-lingual methods in foreign language. This qualitative research explores the impact of a systematic use of Second Life on teaching French language to teens.
Optimal conditions of virtual world as core learning management system for teaching and ideal profile of a virtual language teacher are discussed.