Teaching young multilingual learners : key issues and new insights

This Element provides an overview of research focusing on language teaching practices for young multilingual learners in primary classrooms in English-speaking contexts. The term 'young multilingual learner' refers to primary school children, with ages ranging from approximately 5 to 12 years old at various English language proficiency levels. Pedagogy-informed research studies conducted in K-5 classrooms are used to develop research-informed pedagogies for young multilingual learners in primary classrooms. The authors use the notion of culturally sustaining teaching practices to provide examples from pedagogy-informed research studies. The focus on early (K-3) and intermediate (4-5) grades provides a range of illustrations of such practices. The Element concludes with implications for teacher education and the preparation of teachers of young multilingual learners. Cover 1 Title page 3 Copyright page 4 Teaching Young Multilingual Learners: Key Issues and New Insights 5 Contents 6 1 Key Concepts in Teaching Young Multilingual Learners 7 1.1 Terminology 8 1.2 Teacher Preparation for Multilingual Learners 8 1.3 Teaching Young Multilingual Learners 10 2 Practices for Teaching Young Multilingual Learners 11 2.1 Culturally Sustaining Pedagogies 11 2.2 Enacting Culturally Sustaining Pedagogies 12 2.2.1 Incorporating Students’ Funds of Knowledge 12 2.2.2 Drawing on Interactional Scaffolding Moves 14 2.2.3 Utilizing Students’ L1 in the Classroom 15 2.2.4 Using Multimodal Instruction 17 2.2.5 Applying a Functional Approach to Language Development 18 3 Practices in Action: Evidence and Examples from Pedagogy-Informed Research Studies 25 3.1 Culturally Sustaining Teaching Practices for Young Multilingual Learners 25 3.1.1 Drawing on Students’ Funds of Knowledge in the Classroom Builds Background and Fosters Connections 25 3.1.2 Incorporating Interactional Scaffolding Moves Creates Spaces for Meaningful Classroom Interactions 28 3.1.3 Using Multilingual Learners’ Home Languages and Cultures As a Resource Supports Language Development 30 3.1.4 Multimodal Instruction Creates Message Abundance That Provides Challenging Content, Not Simplified Instruction 33 3.1.5 A Functional Approach to Language Development Expands Multilingual Learners’ Meaning-Making Resources 38 Building Shared Knowledge: Detailed Reading, Last Stop on MarketStreet 43 Deconstruction 44 Bridging Reading to Writing 45 Joint Construction 45 4 Implications for Teacher Education 46 4.1 Teacher Preparation for Culturally Sustaining Practices 48 4.2 Future Research Directions 49 References 51 "This Element provides an overview of research focusing on language teaching practices for young multilingual learners in primary classrooms in English-speaking contexts. The authors use the notion of culturally sustaining teaching practices to provide examples from pedagogy-informed research studies"-- Provided by publisher