The difference between language development and literacy development: What every teacher should know

In 1978, Jim Cummins, a rising education scholar, pointed out that first language (L1) development helps rather than hinders second language development (L2), because there is a common knowledge base as well as metacognitive skills that underlie both languages, which he called the Common Underlying Proficiency. This was a blow to the idea that studentsContinue reading “The difference between language development and literacy development: What every teacher should know”

Content Language Integrated Learning (CLIL): Seriously, a good idea?

As I prepare for Fall 2021, I am excited to step into a new role as coordinator of the MEd in Content Language Integrated Learning (CLIL) program at the University of Hong Kong. And yet, this week in late August, I summarize an important literature review about CLIL by Anthony Bruton titled: “CLIL: Some ofContinue reading “Content Language Integrated Learning (CLIL): Seriously, a good idea?”

Plurilingualism vs Translanguaging: Epistemology, Stance, and Practice

In this chapter of the blog, I summarize two articles that discuss the similarities and differences between plurilingualism and translanguaging. As I read them, I was thinking the same thing that any other student of bi/multilingual education studying these terms is thinking: are the terms really different, and if so, how? In epistemology (what isContinue reading “Plurilingualism vs Translanguaging: Epistemology, Stance, and Practice”

Language choice when conducting interviews with multilinguals on multilingualism

When we conduct interviews with multilinguals on their multilingualism, what ironically remains invisible and not well discussed in published studies is the language of choice. In this article, Martin Cortazzi, Nick Pilcher, and Lixian Jin (the veteran duo of intercultural communication scholars Cortazzi and Jin) investigate what effect the language of choice has on interviewContinue reading “Language choice when conducting interviews with multilinguals on multilingualism”

The “multi/plural turn”: A major trend in theorizing Second Language Acquisition

What is the “multi/plural” turn that changed our understanding of second language acquisition (SLA) around the start of the 21st century? This post explains (1) emergentism, a relatively new theory about how the language repertoire evolves across the lifespan, and (2) how emergentism suggests that we need to approach additional language acquisition from a multilingualContinue reading “The “multi/plural turn”: A major trend in theorizing Second Language Acquisition”

Definitions and examples of translanguaging: Do they remain justice-oriented? – Two lit reviews from the Global “North” and “South”

In 2017, Luis Poza, an assistant professor of Education in the U.S., examined 53 studies on translanguaging (1996-2014), investigating how the term was defined in each study, what examples were given, and what percentage of studies linked translanguaging to educational reform for linguistically and culturally marginalized students, as opposed to merely promising that translanguaging wouldContinue reading “Definitions and examples of translanguaging: Do they remain justice-oriented? – Two lit reviews from the Global “North” and “South””