Investigating the Linguistic Resources Multilingual Students Bring to the Classroom and Use to Learn the Written Academic Language

• In Event: Multivocal, Multilingual, Multimodal, and Multicultural Literacies in Contested Spaces

Abstract

Introduction
The teaching of literacy and language is an expected combination. However what does this combination actually entail when it comes to teaching? How do teachers use these linguistic strengths to build particular language skills of non-dominant speakers? How are students and teachers learning from each other in ways that increase language learning? The insights to these questions will support language and literacy learning in classrooms.
Purpose
The purpose of this research is to discover the resources multilingual students bring to the classroom that teachers can use as resources in the teaching of language and literacy. In this way, teachers can build a better connection between language instruction and literacy instruction to support student learning.
Theoretical framework(s)
Situated within the framework that looks at tensions between language attitudes and school communities (Alim & Smitherman, 2012; Smitherman, 2004; Perry & Delpit, 1998). I draw on research about sociolinguistically informed language instructional approaches of non-dominant language learners (Sweetland, 2006) as a framework for how language is conceived and how the sociocultural process of constructing language is used in learning language (Lee 2000; Vygotsky, 1978). A sociolinguistic instructional approach recognizes the natural variations of the English language and recognizes the grammatical equality of both standard and non-standard English in the instructional process. It looks at how learners can learn about language from both grammatical patterns not giving one priority over another.
Data Sources & Analysis
The participants in this research consisted of a 7th grade teacher and 25 middle school students (13 girls and 12 boys) located in a predominately Hispanic (71%) community in northern New Jersey. I used traditional qualitative methods to gain an understanding of the teacher ‘s role and student understanding in a multilingual classroom through: classroom observations, small student focus groups, teacher survey and interview, student survey and interviews. Analysis consisted of a continuous flow of data reduction though summaries, making clusters, and teasing out themes. I created displays of these reductions from which to draw concluding patterns, and explanations (Miles & Huberman (1994).
Results
My research work with this teachers and student in a very diverse linguistic community supports the need for ways to support language learning during the literacy block in multilingual communities. Non-dominant language learners do benefit from a non-traditional instructional approach to language and literacy instruction (Bean-Folkes, 2009; Redd & Webb, 2005). It also raises awareness to the impact of room environment and tools of instruction that benefit the learners.
Significance
This work adds to the understanding about resources multilingual students bring to the classroom that are used to learn the written academic language. It helps to provide insight into how the teachers bring in student linguistic strengths. It will also help teachers with methods of instruction, ways of organizing their classrooms, and tools to use in supporting the multilingual students who live in their rooms.

Author

• Jane Bean-Folkes, Rowan University