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
Modern Language Journal,
Год журнала:
2025,
Номер
109(S1), С. 15 - 38
Опубликована: Янв. 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.
Educational Researcher,
Год журнала:
2024,
Номер
53(6), С. 359 - 369
Опубликована: Март 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.
International Journal of Bilingual Education and Bilingualism,
Год журнала:
2024,
Номер
27(8), С. 1053 - 1068
Опубликована: Март 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.
Studies in Second Language Acquisition,
Год журнала:
2024,
Номер
46(3), С. 921 - 932
Опубликована: Март 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 Teaching,
Год журнала:
2024,
Номер
unknown, С. 1 - 5
Опубликована: Окт. 7, 2024
An
abstract
is
not
available
for
this
content.
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Deleted Journal,
Год журнала:
2024,
Номер
2(3), С. 116 - 131
Опубликована: Май 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
