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| Leadership Updates |
| LETTER FROM THE EDITORS |
Sarah L. Cohen, Northern Illinois University
Mario Lopez Gopar, Universidad Autónoma Benito Juárez de Oaxaca |
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| UPDATE FROM THE BEIS CHAIR |
| Mayra C. Daniel, Northern Illinois University |
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| Articles |
| FOSTERING BILITERACY THROUGH ENGAGEMENT AND COLLABORATION: A VIEW OF A FIRST-GRADE CLASSROOM |
| Maria Dantas-Whitney, Western Oregon University |
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Abstract
This article focuses on a first-grade bilingual (Spanish/English)
classroom and a year-long collaboration with the classroom teacher.
Three themes representing the foundation for the students' academic
achievement are discussed: (a) participation in rich literacy
experiences; (b) engagement with challenging academic content; and (c)
collaboration with families.
Resumen
El presente artículo se enfoca en un salón bilingüe de primer grado
(español/inglés) de una escuela primaria de una comunidad rural en el
noroeste de los Estados Unidos. Esta narrativa se basa en las
observaciones semanales y la colaboración con la profesora del salón a
lo largo de un año académico, durante el cual surgieron tres temas
importantes, los cuales sentaron las bases para el logro académico de
los alumnos: (a) participación en experiencias valiosas de
lecto-escritura; (b) actividades de contenidos académicos demandantes; y
(c) la colaboración con las familias. Este artículo detalla cada uno de
los tres temas describiendo prácticas específicas que contribuyeron al
éxito de estos alumnos en el salón de clase.
Resumo
Este artigo se focaliza em uma sala de aula bilíngue (espanhol/inglês)
de primeira série em uma escola primária em uma pequena comunidade rural
no noroeste dos Estados Unidos. A partir de observações semanais na
sala de aula e de colaboração com a professora durante um ano escolar,
três temas importantes foram abordados, que representam a base do êxito
escolar dos estudantes: (a) participação em enriquecedoras atividades de
alfabetização, (b) trabalho de rigoroso nível acadêmico; e (c)
colaboração com famílias. Este artigo detalha cada um destes três temas,
e descreve práticas específicas dentro sala de aula que contribuíram
para o sucesso dos estudantes. Read More |
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| Evolution of the first Animated sign language dictionary for children |
| Anita Small, MSc, EdD, Deaf Culture Centre and University of Toronto Scarborough Joanne Cripps, CYW, Deaf Culture Centre and Ryerson University |
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This article describes the evolution of www.aslphabet.com, the first animated American Sign Language (ASL) dictionary for Deaf children. The dictionary allows children to look up words in their primary language, ASL, according to handshape, location, and movement. Prototype research reveals initial learner outcomes and recommendations for an expanded dictionary. Read More |
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| INTERCULTURAL EDUCATION IN MEXICO: LOCAL PERSPECTIVES |
| Colette Despagne, University of Western Ontario |
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This case study deals with the learning of EFL (English as a Foreign Language) by indigenous students enrolled in an intercultural program at a Mexican university in Puebla. In this paper a critical Latin American perspective is used to examine the lack of confidence exhibited by students enrolled in an EFL program (Bonfil Batalla, 1996; Escobar, 2005; Walsh, 2010). It examines the origins of the Eurocentric vision of Mexican dominant class and how it influences the relationship between cultures, languages, attitudes, knowledge, and therefore education. Read More |
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| Éducation interculturelle au Mexique: perspectives locales |
| Colette Despagne, University of Western Ontario |
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Cette étude de cas vise l’apprentissage de l’anglais d’un groupe d’étudiants minoritaires inscrits dans un programme interculturel dans une université mexicaine de Puebla. Le manque de confiance dans l’apprentissage de l’anglais de la part de ces étudiants sera analysé à partir d’une perspective critique latino américaine (Bonfil Batalla, 1996; Escobar, 2005; Walsh, 2010). L’article examinera de ce fait les origines de la vision euro centrique de la classe dominante mexicaine et comment cette dernière influence les relations entre cultures, langues, attitudes, savoir et éducation. Read More |
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| MAINTENANCE AND REVITALIZATION IN BOLIVIA: COMPLEXITIES OF IMPLEMENTING NATIONAL LANGUAGE POLICIES |
| Jorge Emilio Rosés Labrada,The University of Western Ontario, London, Ontario, Canada |
The author applies Fishman’s 1990 Graded Intergenerational Scale (GIDS) to nine Bolivian indigenous languages in order to demonstrate the complexity of implementing language maintenance and revitalization policies in extremely multicultural and multilingual countries like Bolivia due to the different stages of the GIDS at which the languages are.
En este artículo se demuestra la complejidad que entraña la aplicación de politiquas nacionales de mantenimiento y revitalización de lenguas en países mulilingües y multiculturales como Bolivia. El autor aplica la Escala de Disrupción Intergeneracional propuesta por Fishman en 1990 a nueve lenguas indígenas bolivianas para ver la relación de dicha complejidad con las etapas de la GIDS en que se encuentran.
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| Book Review |
| Towards language learning autonomy for preschool children in Argentina |
| Colette Despagne |
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