affirm identity and resistlinguistic subordination.
Highlights how dialects like AAVE are meaningful and empowering — contradicting the idea that only Standard English is “correct.”
58 Matching Annotations
- Last 7 days
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openurl.ebsco.com openurl.ebsco.com
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Without targeted preparation that cultivateslinguistic awareness and critical consciousness, educatorsrisk reinforcing the very inequities they seek to dismantle.
This proves that enforcing Standard English without training causes teachers to reinforce inequality.
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deficit-basedframings of AAVE contribute to systemic underestimation ofBlack students’ literacy capabilities
Shows exactly how Standard English expectations lower opportunities for dialect-speaking students.
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This unfamiliarity has tangible, harmful effects.
Connects to my RQ because it shows how non-standard dialect speakers are punished academically due to Standard English bias.
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Without this awareness, teachers maymisinterpret linguistic differences as deficits, contributing tobiased perceptions of students’ academic abilities.
Shows how Standard English norms push teachers to view dialect speakers as “less capable.”
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many edu-cators enter classrooms without the critical linguistic aware-ness needed to affirm AAVE as a legitimate, rule-governedvariety of English.
The article says teachers lack training in dialects like AAVE. This supports my RQ because it shows why Standard English expectations harm students who use non-standard dialects — teachers misjudge them.
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openurl.ebsco.com openurl.ebsco.com
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this perspective rejects deficit lenses that focus on what bi/multilingual children supposedly do not know (i.e., their "lack" of English knowledge). Instead, each person is viewed as part of a language community, with ties to the full wealth of collective language knowledge.
This directly supports the idea that multilingual and non-standard dialect speakers are not “lacking,” but rich in language resources.
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"The community translanguaging framework can counterwork the separatist and hierarchical language paradigm and offers new ways to create classroom space... in which all the possible spatial/ecological repertoires are drawn upon
This is a key theory quote I can use to argue against Standard English-only rules.
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students' language learning interactions constructed value judgments or a hierarchical view towards different named languages, and towards speakers of those languages.
This supports my claim that language policies and practices make some languages (like Standard English) seem more valuable than others.
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languages other than English were at times positioned as a novel addition to an English text.
This shows how non-English languages are sometimes treated as decoration instead of normal school language.
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"because I can, okay, it's my language, I talk Spanish, why can't I talk in Spanish then!"
This line shows resistance to English-only expectations and how language policing can make multilingual students defend their right to use their own language.
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English was the default language of school instruction and assessment—teachers typically used English to teach, and students typically used English to engage in classroom learning activities
This explains how English is treated as the normal school language, which is exactly what my RQ questions.
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she speaks English, sadly, because I want to be English and Spanish
This shows how kids tie language to identity and belonging, and how they see English and Spanish as part of who they want to be.
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'm gonna ask my mom to write the word on there, and then my teacher's gonna read it, and then she's gonna learn them, and then she can, she'll teach us all them.
This shows a student turning her home language (Tagalog) into classroom knowledge, challenging the idea that only Standard English belongs in school.
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I'm the only person in my family who doesn't know like that much Spanish at all, so um my padrino [godfather] is from Mexico and he, and they like when I learn more words so I write this book for my padrino
This is a powerful example of a student using language to connect with family and identity, which is something Standard English-only rules can interfere with.
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While instruction and assessment in Mrs. Díaz's classroom and school typically took place in English (following school and district policy), Mrs. Díaz intentionally worked to create a classroom culture that valued multilingualism.
This shows how one teacher pushed back against Standard English-only policy and welcomed students’ languages.
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The study took place in Mrs. Díaz's second‐grade classroom, located in a mid‐sized urban city in the Midwestern U.S. The school was a Catholic one and received Title I funds to support their large population of students from low‐income backgrounds. Students reported the following language practices: fourteen spoke Spanish or some Spanish at home, seven spoke primarily English at home, one spoke some Korean at home, one spoke French at home, and one spoke some Tagalog at home
This shows the classroom is truly multilingual, not just English-speaking students.
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Data were drawn from a larger, year‐long, qualitative study in which I used ethnographic (Heath and Street [21]) and practitioner research (Cochran‐Smith and Lytle [ 7 ]) methods to explore the writing practices of second‐grade students in a multilingual, English‐medium classroom.
This shows the study is serious and long-term. It helps me show my source is credible.
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This is important for understanding how English‐medium classrooms, where most multilingual students attend school, might be transformed into community translanguaging spaces that more equitably support the language and literacy practices of multilingual learners.
This is directly about changing English-only classrooms into more equitable multilingual spaces, which is exactly what my RQ is about.
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members of a translanguaging space "generate new identities, values, and practices"
This shows that language practices shape identity and values in the classroom, which connects to how Standard English rules affect who students feel they can be.
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Translanguaging spaces are social contexts created for and by translanguaging, where multilingual speakers employ the full range of their linguistic performances
This defines translanguaging spaces. It helps me explain what a classroom looks like when students can use all their languages.
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Research exploring translanguaging pedagogy in these classrooms has identified teacher practices that support student translanguaging, such as: incorporating multilingual literature as mentor texts (Zapata [49]), modeling translanguaging (Rowe [40]), inviting students to speak and write in languages other than English (Machado and Hartman [30]) and to share their transnational (Machado and Hartman [31]) and transcultural experiences (Flynn [14]), discussing cross‐language connections such as cognates or transliteration (Daniel et al. [ 9 ]), and using digital tools to support these cross‐language connections
This lists concrete ways teachers can support multilingual students instead of enforcing only Standard English.
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Specifically, translanguaging stances carry a social justice orientation (García et al. [15]) as they explicitly center and value the multiple language resources of bi/multilingual learners, in contrast to mainstream, white English‐only perspectives and practices.
This sentence connects translanguaging to social justice and calls out “white English-only” perspectives. It supports my argument that Standard English requirements are tied to power and race.
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Translanguaging pedagogy centers on instructional practices that support students' flexible use of all their language resources to make meaning in the classroom.
This defines translanguaging pedagogy. It’s important for my RQ because it describes a teaching approach that does not force only Standard English.
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monoglossic policies and ideologies prioritize English language resources as the "appropriate" language of school
This line clearly describes how English is treated as the only proper school language. It matches my RQ about how Standard English requirements shape student experiences.
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community language repertoire (Orellana [35]) that comprises the group's collective knowledge of multiple named languages as well as material resources, to make meaning.
This explains that the class has a shared pool of languages and tools. It helps me argue that classrooms are naturally multilingual, even if policies push Standard English.
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community translanguaging, which theorizes meaning‐making as a collaborative act amongst people in a community space and their collective semiotic resources
This defines community translanguaging. I can use this concept to show how students share language resources instead of just being judged by Standard English.
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mandates for monoglossic instruction were locally challenged by the teacher's support for translingual composing in the writing workshop.
This shows that the teacher is pushing back against English-only rules by inviting students to use multiple languages in their writing. This is an example of how schools could change Standard English-only practices.
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hierarchical ideologies around race influence what language use is deemed "appropriate" in a space, with white, middle‐class English language use positioned as the standard in many U.S. classrooms
This is super important: it directly connects race and language. It supports my argument that Standard American English is not neutral but tied to whiteness and power.
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This theoretical link between language resources and named languages is essential for understanding how the deployment of certain language resources are valued or devalued in certain spaces
This explains how some ways of speaking are valued and others are devalued at school. It helps me talk about how Standard English is treated as better than other varieties.
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This research shows that multilingual students learn better and have more positive school experiences when they can use all their language resources, as opposed to restricting language use to only the dominant language
This is a key claim: students do better when they can use all their languages. I can use this as evidence that strict Standard English rules harm multilingual students’ experiences.
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An important role of translanguaging research has been to challenge monoglossic views of language, normalizing the flexible use of multiple named languages by individual speakers
This explains how translanguaging challenges the idea that only one kind of English is correct. This is important for showing why Standard English dominance is a problem.
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research is needed exploring how teachers and students can disrupt English‐only norms and welcome translingual language and literacy practices
This line argues that English-only norms should be challenged. It supports my position that schools should not just enforce Standard English but allow multiple language practices.
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Most multilingual learners in the U.S., like those in this study, attend English‐medium schools where policy dictates that instruction and assessment take place only in English
This shows that English-only policy is normal in U.S. schools. It directly connects to my RQ about how requiring Standard English affects multilingual and non-standard-dialect-speaking students.
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the classroom language repertoire in this space was complex, constantly negotiated, and influenced both by students' histories with language resources as well as macro‐level discourses and ideologies about language(s).
This sentence explains that language use in the classroom isn’t simple. It’s shaped by students’ backgrounds and bigger social beliefs about which languages are valued, which connects directly to my RQ about Standard English requirements.
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Rowe (referring to Tina's writing about her mother) Does your mom speak English or Spanish? Tina She speaks English, sadly, because I want to be English and Spanish. Rowe Yeah, well you have lots of friends here that probably could teach you some Spanish words. Maria I can help her! I only know a little bit though. Tina I need someone who knows all the Spanish, so I can become my own Spanish person.
This conversation shows how students think about language and identity. Tina wants to be “English and Spanish,” which shows how kids feel about belonging and which languages count. This is great evidence for how language expectations affect students emotionally.
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Keywords: multilingual; translanguaging; translingual; writing
These are the main concepts of the article. They are important vocabulary for my project about Standard English and multilingual/non-standard dialect speakers.
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Implications for theory and pedagogy are discussed, arguing that a focus on community translanguaging offers a more nuanced view of classroom language learning.
The author argues that looking at community translanguaging gives a better understanding of how language learning actually works in classrooms instead of just focusing on Standard English.
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Data were drawn from a year‐long, qualitative study employing ethnographic and practitioner research methods
This shows the study is year-long and qualitative, which makes the findings more detailed and trustworthy for my research paper.
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The research question addressed is: How did students construct and employ a community language repertoire during writing interactions in a multilingual, English‐medium classroom?
This is the author’s research question. It relates to my RQ because it looks at how multilingual students actually use language in a school that is officially English-only.
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Using a community translanguaging lens, this paper focuses on the collective translanguaging practices of second‐grade students who come from multilingual language backgrounds but were attending a school where English was the mandated language of instruction.
The author explains the main focus of the study: multilingual kids in a school where English is required. This connects to my research question because it shows the tension between students’ languages and the Standard English rule.
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community translanguaging
This explains how students use all their languages together. It’s important because it challenges the idea that only Standard English belongs in classrooms.
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multilingual, English‐medium classroom
This phrase shows that even though students speak many languages, the school requires English for instruction. This directly connects to my research question about how Standard English requirements affect multilingual students.
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- Nov 2025
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go.gale.com go.gale.com
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instruction that is engaging, challenging, and culturally relevant across myriad educational settings"
Key Idea: The overall goal is culturally relevant and rigorous instruction for emergent bilinguals. Course Link: Ties into culturally sustaining pedagogy and asset-based teaching. Reflection: Summarizes the book’s contribution to equitable language education.
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they pay little attention to the potential, positive impact that these approaches could have on other aspects of learners' identity or social status
Key Idea: Reviewer notes a missed opportunity to discuss student identity and social belonging. Reflection: Important sociolinguistic dimension often overlooked in policy discourse.
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the marginalizing effects of monolingual educational language policies and common standards
Key Idea: Monolingual policies harm multilingual students. Course Link: Mirrors class discussions about inequity in language policy and Standard English ideology. Reflection: Reinforces systemic barriers to linguistic diversity.
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two chapters devoted to the design and content of specific professional development programs that serve as models for best practices in supporting pre-service and in-service teachers that work with EBs.
Key Idea: Teachers need specialized PD to support emergent bilinguals effectively. Course Link: Aligns with research showing gaps in teacher preparation for multilingual learners.
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the overlap of strategies (i.e. making inferences, posing questions, making predictions, etc.) that are equally employed in both scientific inquiry and in reading comprehension.
Key Idea: Literacy is cross-disciplinary; inquiry and reading share similar cognitive processes. Reflection: Literacy instruction belongs in every subject area. Course Link: Status of academic language across discourse communities.
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Collaborative Strategic Reading, a comprehensive model that integrates cooperative learning and explicit reading strategy instruction throughout the curricula, can lead to greater reading comprehension while concurrently supporting language acquisition
Key Idea: CSR integrates language learning with comprehension strategy instruction. Course Link: Example of codemeshing—using all linguistic resources to build understanding. Reflection: Shows value of integrated models rather than separate ESL tracks.
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dialogic reasoning, or student-led text-based talk, provides meaningful opportunities for students to engage in authentic communication
Key Idea: Student-led discussion strengthens both language development and reasoning. Course Link: Encourages authentic discourse, not teacher-centered talk. Reflection: Aligns with culturally responsive and participatory pedagogy.
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principles that can aid learners to develop deep, flexible knowledge of academic vocabulary
Key Idea: Academic vocabulary learning must build depth and flexibility. Course Link: Relates to discourse communities and academic language as gatekeeping. Reflection: Meaningful vocabulary learning goes beyond memorization
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many English language acquisition textbooks, which are often used as curricular guides for this population of learners, systematically fail to support a research-based approach to language and literacy development.
Key Idea: Textbooks often reinforce outdated or incorrect literacy practices. Course Link: Connects to critiques of Standard English norms embedded in curriculum. Reflection: Teachers need to evaluate materials, not just follow them
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(RTI), a multi-tiered instructional and assessment model. They describe how it could not only shield EBs from being incorrectly identified for special education services
Key Idea: RTI prevents harmful misidentification of multilingual students. Course Link: Shows inequities caused when language difference is treated as disability. Reflection: Highlights need for linguistically informed assessment.
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They argue that students' English language acquisition can be accelerated when biliteracy is supported
Key Idea: Supporting home language development accelerates English learning. Course Link: Connects to translanguaging and codeswitching research we studied. Reflection: Counters the myth that bilingualism slows academic progress.
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calls for revisions to the CCSS to integrate more "asset-based practices" (p. 14)
Key Idea: Asset-based approaches view bilingualism as a strength rather than a deficit. Course Link: Reflects Ruiz’s (1984) language-as-resource framework. Question: Why do deficit views still dominate educational policy?
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Teaching Emergent Bilingual Students challenges the monolingual and monocultural focus of the Common Core State Standards (CCSS),
Key Idea: The book challenges the monolingual and monocultural assumptions built into the Common Core. Course Connection: Links to class themes on language policies and critiques of Standard English expectations. Why Important: Shows how policies can marginalize emergent bilingual students.
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nmoer.pressbooks.pub nmoer.pressbooks.pub
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The text Successful Writing stresses that when you perform research, you are essentially trying to solve a mystery—you want to know how something works or why something happened. In other words, you want to answer a question that you (and other people) have about the world. This is one of the most basic reasons for performing research.
Research is very often used when trying to figure stuff out or trying to solve questions.
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- Sep 2025
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nmoer.pressbooks.pub nmoer.pressbooks.pub
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Regardless of your field of study, honing your writing skills—plus your reading and critical-thinking skills—will help you build a solid academic foundation
No matter what your studying / majoring in English and writing should be something everyone has as their foundation.
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