Papers by Margarita Gomez
The Middle Grades Research Journal, 2017
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
This chapter asks what English language arts (ELA) teachers need to know to support the writing o... more This chapter asks what English language arts (ELA) teachers need to know to support the writing of emerging bilinguals (EBs). The authors argue that teachers need concrete strategies to identify, honor, and more equitably assess the diverse linguistic repertoires present in EBs’ writing. The chapter presents the ways a group of ELA preservice teachers (PTs) analyzed the writing of EB middle school students. These PTs struggled to shed their monolingual lens when identifying strengths and challenges of the EBs’ writing. They also expressed concerns about giving credit for leveraging EBs’ linguistic repertoires within the constraints of existing expectations for ELA teaching. The authors argue that more opportunities for exposure to holistic bilingualism would expand PTs’ views about bilingual writers.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Writing & Pedagogy, 2012
Bookmarks Related papers MentionsView impact
Reading Research Quarterly
Bookmarks Related papers MentionsView impact
Bilingual Research Journal
Bookmarks Related papers MentionsView impact
Journal of Cases in Educational Leadership
Bookmarks Related papers MentionsView impact
The Elementary School Journal
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Journal of Education for Students Placed at Risk (JESPAR), 2015
Bookmarks Related papers MentionsView impact
The Language in Mathematics (LiM) project builds on multiple theoretical perspectives to create a... more The Language in Mathematics (LiM) project builds on multiple theoretical perspectives to create an interdisciplinary professional learning or development (PL) framework for teachers of mathematics. This framework examines academic language and literacy development and mathematical content teaching and learning for English language learners. Specific aims for this project included the development of teachers’ knowledge of the language structures used within the discipline of mathematics, as well as exploring how explicit mathematics academic language and literacy instruction could be operationalized in classrooms. Language in Math’s PL framework uses semiotic theory in order to incorporate Systemic Functional Linguistics (Halliday, 1978; Schleppegrell, 2007) with genre theory (Knapp & Watkins, 2005), and other language-related work from the discipline of mathematics (Moschkovich, 2010; Spanos, Rhodes, Dale, & Crandall, 1988). The resulting mathematics academic language framework is n...
Bookmarks Related papers MentionsView impact
Multicultural Perspectives, 2003
Bookmarks Related papers MentionsView impact
The Language in Mathematics (LiM) project builds on multiple theoretical perspectives to create a... more The Language in Mathematics (LiM) project builds on multiple theoretical perspectives to create an interdisciplinary professional learning or development (PL) framework for teachers of mathematics. This framework examines academic language and literacy development and mathematical content teaching and learning for English language learners. Specific aims for this project included the development of teachers’ knowledge of the language structures used within the discipline of mathematics, as well as exploring how explicit mathematics academic language and literacy instruction could be operationalized in classrooms. Language in Math’s PL framework uses semiotic theory in order to incorporate Systemic Functional Linguistics (Halliday, 1978; Schleppegrell, 2007) with genre theory (Knapp & Watkins, 2005), and other language-related work from the discipline of mathematics (Moschkovich, 2010; Spanos, Rhodes, Dale, & Crandall, 1988). The resulting mathematics academic language framework is n...
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Book Chapters by Margarita Gomez
Shifting the discourse from a focus on academic language to the more dynamic but less researched ... more Shifting the discourse from a focus on academic language to the more dynamic but less researched construct of academic literacies, this volume addresses three key questions:
• What constitutes academic literacy?
• What does academic literacy development in adolescent multilingual students look like and how can this development be assessed?
• What classroom contexts foster the development of academic literacies in multilingual adolescents?
The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students’ participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy.
Bookmarks Related papers MentionsView impact
Uploads
Papers by Margarita Gomez
Book Chapters by Margarita Gomez
• What constitutes academic literacy?
• What does academic literacy development in adolescent multilingual students look like and how can this development be assessed?
• What classroom contexts foster the development of academic literacies in multilingual adolescents?
The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students’ participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy.
• What constitutes academic literacy?
• What does academic literacy development in adolescent multilingual students look like and how can this development be assessed?
• What classroom contexts foster the development of academic literacies in multilingual adolescents?
The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students’ participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy.