Conclusions and Implications

Cummins’s Linguistic Interdependence Hypothesis (1979, 1984, 1993;Cummins et al., 1984) proposes that literacy skills acquired in thestudent’s first language may promote literacy development in thetargeted second language.

type of instructional mod-els that may be most effective for students with varying L1 andL2 language abilities.

By comparison, large ef-fect sizes were shown for the transfer of unconstrained literacy skillsfor Spanish bilingual students who had reached a level of profi-ciency in both their first and second languages

ur findings reveal differences intransfer across language groups and types of literacy skills (con-strained and unconstrained).

Method

Two-Way Immersion Programs

The purpose of the present study is to investigate the relation-ship between first-language literacy skills and the acquisition ofsecond-language literacy skills for K–1 grade students enrolled ina Spanish–English two-way bilingual immersion program that arereceiving literacy instruction in their first language

CROSS-LANGUAGE TRANSFER OF EARLY LITERACYSKILLS: AN EXAMINATION OF YOUNG LEARNERS IN ATWO-WAY BILINGUAL IMMERSION ELEMENTARY SCHOOL

the need for belonging is one of the foremost, fundamental, human needs

More research is needed that explores how dispositional and emotional work matters for educational experiences across school settings and levels.

The majority (66%) of responses related to dispositional and emotional assets as required to belong and fit in at school. Of particular interest in the findings is the contrasting ideas in student responses of being authentic (be yourself) and also offering up advice to conform to a set of behaviors that are deemed “nice.”

The purpose of this article is to present mixed qualitative and quantitative study about the conceptions of school belonging for adolescent students in the middle years and explore patterns across social categories. The open-ended qualitative survey question was designed to capture student voices and explore notions of belonging grounded in the perspectives of the students. The large sample allows for an examination of patterns for social status groups and levels of belonging with quantitative analysis after organizing themes identified in the qualitative analysis.

In this research, I explore the emotional management and performances that students recommended by students in one junior high school as they describe what they consider matters for belonging and fitting in at school.

For students to be accepted and belong, they must conform to the emotional norms and expressions of niceness with the microhierarchical context of the emotional economy of school. These expectations vary in the intersections of social positions as well, so students are evaluated based on their relative ability to conform to the norms of niceness and friendliness within their social positions.

the need for belonging is one of the foremost, fundamental, human needs

In this research, I explore the emotional management and performances that students recommended by students in one junior high school as they describe what they consider matters for belonging and fitting in at school.

“Smile!”: Emotion Performance as a Strategy for Belonging in Junior High School

This work also adds the often-missing student voices into the existing conversation and enhances the corpus of research about belonging in middle grades.

More research is needed that explores how dispositional and emotional work matters for educational experiences across school settings and levels.

For students to be accepted and belong, they must conform to the emotional norms and expressions of niceness with the microhierarchical context of the emotional economy of school. These expectations vary in the intersections of social positions as well, so students are evaluated based on their relative ability to conform to the norms of niceness and friendliness within their social positions.

The majority (66%) of responses related to dispositional and emotional assets as required to belong and fit in at school. Of particular interest in the findings is the contrasting ideas in student responses of being authentic (be yourself) and also offering up advice to conform to a set of behaviors that are deemed “nice.”

The purpose of this article is to present mixed qualitative and quantitative study about the conceptions of school belonging for adolescent students in the middle years and explore patterns across social categories. The open-ended qualitative survey question was designed to capture student voices and explore notions of belonging grounded in the perspectives of the students. The large sample allows for an examination of patterns for social status groups and levels of belonging with quantitative analysis after organizing themes identified in the qualitative analysis.

The first type of emotional work identified is managing personalemotional reactions. Such management efforts will be greatly enhanced as teachereducators realize that emotional work is a structural characteristic of multicultural tea-cher education and not a sign of intellectual or emotional weakness or lack of profes-sionalism. The second type of emotional work identified is facing your past in yourpresent practice. Experiences of this type of emotional work can be constructiveinstead of debilitating when teacher educators create systematic spaces for reflectionon and critique of their practice. The third type of emotional work identified isremaining vulnerable and emotionally available for students. When facing this type ofemotional work, we suggest that teacher educators embrace tensions between theirideals of practice and their actual practice and examine these tensions for new insightsinto existing theoretical constructs of multicultural education and their own practice

Our work points to needed professional development and supportof such emotional work in academia particularly for pre-tenure teacher educators

Our findings indicate that emotional work in academia not onlyoften remains invisible but is also disincentivized and that little to no preparation orresources are allotted to preparing teacher educators for such work

o-emotional vulnerability can be seen and consid-ered as a precursor to the granting of moral authority and also as a site for students’rejection of it

The plotlines of our in-class experiences reach back to our pasts, impact ourpresent, and suggest implications for our future practice. Teacher educators neverwalk into classrooms without their emotional selves and past experiences (Connelly& Clandinin, 1988). The relationality between our students and us brings the past,present, and future into focus in one curricular event highlighting tensions betweenour ideals of a pedagogy and ethic of discomfort and our actual practice.

reveals the tension ofour public professional knowledge of multicultural education theory not perfectlytranslating into our private emotional reactions

we chose a narrativeapproach to examine our questions allowing us to open up tensions in our under-standing and areas for further inquiry

Zembylas defines an ethic of discomfort as one that ‘emphasizes the proactive andtransformative potential of discomfort’ (2010, p. 707)

he emotional work

Isn’t the educator’s discomfort an equally important part of this call to action, thispotential transformation? If I were to rewrite the chapter, I would emphasize in moredetail how and when an educator’s own discomforts inhibit educational exchange withstudents, prevent the educator from taking risks, and eclipse the educator’s very capac-ity to see, for example, his or her own attachments to particular outcomes. (Leibowitz,2011. Italics, bold, and underline in the original)

What typesof emotional work are entailed in approaching multicultural education from apedagogy and an ethnic of discomfort?

The emotional work of discomfort and vulnerability inmulticultural teacher education

We organize our findings around the types of emotional work we identified: (1)managing personal emotional reactions; (2) facing our past in our present practice;and (3) remaining open and vulnerable.

Instruments and prompts that provide a fuller context (e.g. anextract from a coursebook or piece of student work) for eliciting teachers’ beliefs thushave the potential to uncover beliefs that are more grounded in a concrete reality

Studies that imply that beliefs informpractices in a unidirectional manner or that minimize the impact of the wider socialor biographical context are thus based on incorrect or partially flawed assumptions.

avoid simplistic and unproblematic conceptualizations of them.

A clear argument needs to be out-lined as to what the value of the research will be

appreciation of the relationship between beliefs and practices has implications forthe design of pre-service teacher education programmes.

Where teachers’ practices are considered ineffective, studying their beliefs can helpunderstand the reasons for these practices.

provides insight into the extent to which theinnovation is having the intended impact

can stimulate teacherchange.

belief is a complex,multidimensional concept and one general criticism that can be levelled at research intothe beliefs/practice relationship in language teaching is that this complexity is oftendismissed through simplistic conceptualizations and research designs

Such planning beganwith the teachers' emotional connections to students and was sustained by theiremotional engagement in and excitement about the creative, interactive aspects ofthe process itself. Once more, students' emotional needs and teachers' emotionalengagements in a creative, flexible labor process of teaching, were reciprocallyattuned to each other

How they drew on this repertoire at a w time wasshaped by their relationships with students, their feelings about what would exciteand engage students emotionally, and their feelings about what would excite andengage themselves as teachers. Building and maintaining such excitement andenjoyment was at the heart of the emotional labor of teaching, of what madeteachers want to change and develop pedagogically, and of what made them takepride in that development over time.

In this respect, their desires for structures that would sup-port students, and their own sense of what kinds of structures were comfortablefor themselves as teachers, were closely aligned with each othe

Teachers wanted to become better so they could help their students. Theemotional bond teachers had with their students was central to how they taughtthem, how they evaluated them, what kinds of curriculum they planned andselected for them, and what kinds of organizational structures they adopted as acontext for teaching them.

Here, I will look closely at how teachers'emotional goals for and connections with their students ~ p a c t on three moreaspects of teaching and teachers' approaches to educational change in particular:planning, pedagogy and structure

This labor requires one to induce or suppress feelings in order to sustain theoutward countenance that produces the proper state of mind in others

What is the nature and importance of theserelationships? How do teachers feel about educational changes and change proc-esses in terms of their impact on these relationships?

shift in the pattern of emotional re-sponses

The initial general pattern of response noted throughout eachrecorded negative emotional episode is represented in Fig. 1

hree categories oftriggers for the teacher were identified within each episode: stu-dent misbehavior, academic failure, and feeling a lack of control

These included the classroom environment and the teacher’sphysical state.

STTEP(self-study of teaching and teacher education),