Emergent bi/multilingual children have historically been afforded few opportunities to engage dialogically with peers and teachers in posing authentic questions and co-constructing interpretations of texts as their reading instruction has traditionally been skills driven. Additionally, more recent scholarship has identified increased opportunities…

The implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) policy in the Philippine basic education has gained traction among educators. Skepticism as to its effectiveness is evident especially in mathematics class where English is the universally recognised medium. This study explored how elementary teachers from a rural…

Framed within the discussions of the knowledge base for language immersion teachers, this article presents a qualitative case study of a first-year Grade 2 French immersion teacher's enactment of his systemic functional linguistic (SFL) knowledge to position his students in a culturally sustaining genre pedagogy. We examined interactive events and…

In this study we document how a mathematical idea, shared by a student, changes the development of the class discussion. Our work characterizes the flexible and open dynamics in mathematics instruction that a teacher adopts to give her students control of their own mathematical ideas. Our work argues that this flexibility is necessary for teachers…

Using translanguaging as a theoretical foundation, this paper analyses findings from a Grade 2 reading class for low achieving students, where Malay was used as a scaffold to teach English. Data come from one class in one school in Singapore and its Learning Support Programme (LSP), which is part of a larger research project on biliteracy. The LSP…

This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that TESOL educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second-grade classroom…

Code-switching is a natural part of being bilingual. Yet two-way immersion programs are known to insist upon separation of languages, discouraging both teachers and students from drawing on both linguistic codes at once. Drawing on Bourdieu's concept of symbolic power, I examine one second-grade classroom in which the teacher instituted a…