“This is Valuable Professional Development for Me": Integrating the Multimodalities-Entextualization Cycle (Mec) in a Chinese Immersion Classroom Via Teacher-Researcher Collaboration DOI
Chiu-Yin Wong

Published: Jan. 1, 2023

The Multimodalities-Entextualization Cycle (MEC), proposed by Lin (2015), is a curriculum model designed for teachers to systematically incorporate translanguaging in lessons. Limited studies have addressed the implementation of this model, far fewer explored its application supporting elementary students. Further, significance teacher-researcher collaboration design recognized, but depth researcher involvement co-design process remains unclear. Therefore, study examined how novice teacher integrated within MEC teach Science topic Chinese immersion context, focusing on dynamics and impact planning process. findings reveal that throughout learning segment, intentionally included elements each stage incorporated practices build students’ background knowledge, facilitate learning, differentiate instruction, assess offers detailed account teacher's through collaboration. It highlights necessity specific support applying model. As such, I argue should go beyond theoretical discussions, providing guidance responsive needs their

Language: Английский

Language, people, classrooms, world: Blending disparate theories for united language education practices DOI Creative Commons
Masatoshi Sato, Steven L. Thorne, Marije Michel

et al.

Modern Language Journal, Journal Year: 2025, Volume and Issue: 109(S1), P. 15 - 38

Published: Jan. 1, 2025

Abstract With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge empirical evidence from different schools of thought in the field second language (L2) learning teaching—namely, instructed acquisition, generative linguistics, an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences our methodological perspectives on how conduct research, we are united two fronts: First, believe researchers with differing commitments can should work together advance L2 research. Second, beliefs potentially limited relevance those who will implement pedagogical suggestions, is, practitioners. In article, first present individual regarding teaching (Perspective 1 by Michel Sato, Perspective 2 Alexopoulou, 3 Thorne Hellermann). final section unite voices prioritizing educational practices upon which agree, including fact all learners bring their backgrounds into classroom, necessity use for learning, role education people's overall quality life.

Language: Английский

Citations

7
Be(com)ing an Educational Researcher in the Global South (and Beyond): A Focus on the Research-Practice Relationship DOI
Masatoshi Sato, Benjamín Cárcamo

Educational Researcher, Journal Year: 2024, Volume and Issue: 53(6), P. 359 - 369

Published: March 19, 2024

Educational researchers are increasingly expected to focus on their research productivity as per professional performance. Such a trend may have influenced identities and activities, especially in the Global South, where not been immersed new culture assumed primary role be increase teaching efficacy instead. The pervasive is detrimental equitable research-practice relationship whereby two groups of professionals—practitioners researchers—collaboratively work achieve common goal student learning. This teacher-researcher epistemological clash exist within individual when they abundant experience prior becoming educational researchers. Through lens activity theory, we report case study researchers’ lived experiences struggles navigating Chile, entailing boundary-crossing identities, internal external identity conflicts, beliefs actions related ideal relationship. In conclusion, call for changes at institutional level promote an manageable well reflect ultimate purpose research.

Language: Английский

Citations

8
Issues with pedagogical implications in applied linguistics research: A mixed-methods systematic evaluation DOI Open Access
Matthew D. Coss, Hyun‐Bin Hwang

Research Methods in Applied Linguistics, Journal Year: 2024, Volume and Issue: 3(1), P. 100094 - 100094

Published: Jan. 6, 2024

Language: Английский

Citations

6
Integrating translanguaging into formative assessment: experiences from a Chinese immersion context DOI
Chiu-Yin Wong

International Journal of Bilingual Education and Bilingualism, Journal Year: 2024, Volume and Issue: 27(8), P. 1053 - 1068

Published: March 9, 2024

While existing literature highlights the need to integrate translanguaging into assessments, its classroom application remains understudied. Adopting a participatory research approach, this study illustrates (1) how was incorporated formative assessments in Chinese immersion context and (2) perspectives of both teacher students regarding assessments. The I co-designed integrating them instruction design cycle (García, O., S. I. Johnson, K. Seltzer. 2017. Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Carlson: Multilingual Matters) an academic unit. data included notes from co-planning sessions, observations, artifacts, transcripts interviews with students. results demonstrate that mobilized various communicative resources assess knowledge. also skillfully integrated gradual release model implementation scaffold students' progression. These offered insights student learning allowed leverage multilingualism co-learning environment. reported positive experiences Not only did they apply key concepts learned within unit but developed confidence, expanded proficiency Chinese, acquired appreciation other languages. Based on these findings, practical recommendations incorporating are discussed.

Language: Английский

Citations

6
Institutional leaders and teacher research: Roles, interactions, and impacts DOI Creative Commons

Xiaoming Xun,

Gary Barkhuizen

System, Journal Year: 2025, Volume and Issue: 130, P. 103616 - 103616

Published: Feb. 7, 2025

Language: Английский

Citations

0
Multilingualism and native speakerism in academic journals’ language policies: Exploring a potential power of applied linguistics journals in promoting equitable publishing practices DOI Creative Commons
Leiry K. Warren, Masatoshi Sato

Studies in Second Language Acquisition, Journal Year: 2024, Volume and Issue: 46(3), P. 921 - 932

Published: March 18, 2024

Abstract Multilingualism in the context of academic publishing involves beliefs and actions manifested through publications multiple languages. However, a systematic analysis how journals practice multilingualism has been scant. Therefore, present study analyzed indexed applied linguistics promote following their scopes language policies (LPs). Initially, 67 underwent screening based on “aims scope,” resulting 11 that actively promoted multilingualism. Employing critical discourse (CDA) framework, main focused assumptions embedded within journals’ LPs. The findings indicated an incongruity between stated commitment practices Specifically, all mandated submissions exclusively English with implicit biases toward native speakerism. underscores need for collective effort beyond community to address linguistic more equitable inclusive practices.

Language: Английский

Citations

3
Creating and sustaining a platform for researchers and teachers to communicate: an example of TESOLgraphics DOI Creative Commons
Masatoshi Sato, Sin Wang Chong, Tasnima Aktar

et al.

Innovation in Language Learning and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 11

Published: Sept. 27, 2024

Language: Английский

Citations

2
Conceptualization and operationalization in L2 task engagement research: Taking stock and moving forward DOI Open Access
Takumi Aoyama, Joseph S. Yamazaki, Sachiko Nakamura

et al.

Language Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 5

Published: Oct. 7, 2024

An abstract is not available for this content. As you have access to content, full HTML content provided on page. A PDF of also in through the 'Save PDF' action button.

Language: Английский

Citations

1
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs DOI
Jie Bao, Guangwei Hu, Dezheng Feng

et al.

System, Journal Year: 2024, Volume and Issue: unknown, P. 103514 - 103514

Published: Oct. 1, 2024

Language: Английский

Citations

1
Integrating Translanguaging in Formative Assessments DOI Creative Commons
Yunxian Chen,

Zhonghui Wang

Deleted Journal, Journal Year: 2024, Volume and Issue: 2(3), P. 116 - 131

Published: May 12, 2024

The study "Integrating Translanguaging in Formative Assessments" investigates how a Chinese immersion classroom Content and Language Integrated Learning (CLIL) educator adopts translanguaging pedagogy approach to assessments. Using the Design Cycle framework, research analyses perspectives of teacher students on assessments reflect their multilingual identities. researchers collaborated with seventh-grade co-develop lessons assessments, collecting data through observations, interviews, student work. Their findings show that incorporating boosts engagement, confidence, critical thinking, allowing use full linguistic range affirm advocates embedding practices authentically capture students' understanding foster collaboration between educators researchers. It recommends specialised training for teachers equip them practical strategies effectively implementing

Language: Английский

Citations

0