Supporting Multilingual Students in Schools: Perspectives, Challenges, and Opportunities
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".
Deadline for manuscript submissions: 15 January 2025 | Viewed by 1525
Special Issue Editors
Interests: multilingual education; bilingual education; translanguaging; bilingual teacher preparation; teacher professional development; culturally sustaining pedagogy; family engagement; place-based learning
Interests: teacher preparation; working with emergent multilinguals; family engagement to support building community through conversations around community cultural wealth; dual language teacher professional development; supporting diverse learners through place-based learning; gamification for emergent multilinguals
Special Issue Information
Dear Colleagues,
Supporting students in our K-12th grade classrooms who are in the process of learning English and content in tandem continues to be a critical issue. The terms used to describe students who are learning English as an additional language have varied over the years and include the following, to name a few: limited English proficient students, language minority students, English language learners, and English learners. In more recent years, the field has turned away from deficit-perspective language to using more asset-based terms including emergent bilingual students and multilingual students. Currently, the U.S. federal government continues to use the term English learners. The number of multilingual students our schools serve continues to grow at the same time that we are experiencing a teacher shortage, especially bilingual/multilingual teachers. The COVID-19 pandemic drew focus to the additional support needed to address the academic and linguistic needs of our multilingual students and their families.
This Special Issue will address various perspectives, challenges, and opportunities for supporting multilingual students in K-12 schools. We encourage submissions that address various models of bilingual and multilingual education serving multilingual students. Manuscripts focused on various language approaches, including translanguaging, are also encouraged. We are also seeking manuscripts that examine issues related to the preparation of teachers, paraprofessionals, and other specialists who support this population of students. Manuscripts that examine how to support teachers of multilingual students are also encouraged. Research focused on current issues and trends, i.e., the use of AI, related to supporting multilingual students is also welcome for submission.
Prof. Dr. Margarita Jimenez-Silva
Dr. Karen Guerrero
Guest Editors
Manuscript Submission Information
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Keywords
- multilingual learners
- emergent bilinguals
- bilingual education
- teacher preparation
- teacher professional development
- translanguaging
- language and identity
- heritage language speakers
- heritage language programs
- dual language programs
- bilingual models
- international contexts
- STEM content areas
- social studies/social sciences
- culturally sustaining pedagogy
- culturally responsive pedagogy
- culturally relevant pedagogy
- language loss
- family engagement
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