Wayne Wright
Purdue University, Curriculum and Instruction, Faculty Member
- Bilingual education (mother tongue-based), Applied Linguistics, Bilingual Education, Heritage language studies, Language Planning and Policy, Cambodia, and 7 moreEducation Policy, Education, Teacher Education, Discourse Analysis, Sociolinguistics, Critical Pedagogy, and English As a Second Language (ESL)edit
- Professor and the Barbara I. Cook Chair of Literacy and Language. Co-Editor, Journal of Language, Identity, and Edu... moreProfessor and the Barbara I. Cook Chair of Literacy and Language.
Co-Editor, Journal of Language, Identity, and Education
Editor, Journal of Southeast Asian American Education and Advancementedit
How could the most comprehensive book on bilingual education get even better? The master of writing on bilingual education, Baker, collaborates with a younger master, Wright. The blending of the clear voices of these two scholars,... more
How could the most comprehensive book on bilingual education get even better? The master of writing on bilingual education, Baker, collaborates with a younger master, Wright. The blending of the clear voices of these two scholars, grounded in experience in different geographical regions is powerful. This new edition keeps what has made this book a classic in the bilingual education field, and enlarges it. It presents a vision of the present and future of bilingual education, without dismissing the understandings that we have built across the years.
--Ofelia García, The Graduate Center, City University of New York, USA
--Ofelia García, The Graduate Center, City University of New York, USA
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Please do not request free copies of this book. Authors are only given a few personal copies of their books and do not have free copies to distribute. Use links above for ordering information or request the book through your inter-library... more
Please do not request free copies of this book. Authors are only given a few personal copies of their books and do not have free copies to distribute. Use links above for ordering information or request the book through your inter-library loan.
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English language learners (ELLs) and other bilingual students draw on their full linguistic repertoires in natural ways as they communicate inside and outside of the classroom through a dynamic process called translanguaging. This chapter... more
English language learners (ELLs) and other bilingual students draw on their full linguistic repertoires in natural ways as they communicate inside and outside of the classroom through a dynamic process called translanguaging. This chapter provides an overview of theory and recent research on translanguaging and its application in the classroom through translanguaging and considers the application of translanguaging within writing instruction. The chapter introduces five steps of writing instruction and illustrates how translanguaging pedagogical principles may be incorporated at each step. The chapter concludes with a discussion of how the translanguaging pedagogy may also support students in the production of effective translingual texts. Overall, the chapter demonstrates how translanguaging pedagogy in writing can help empower ELL students by creating more equitable learning spaces.
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Language and cultural preservation efforts among different communities of language speakers in the United States have received increasing attention as interest in linguistic rights and globalization continues to deepen. In addition to... more
Language and cultural preservation efforts among different communities of language speakers in the United States have received increasing attention as interest in linguistic rights and globalization continues to deepen. In addition to mounting evidence of the cognitive, psychological, and academic benefits of heritage language/ community language (HL/CL) maintenance for linguistic-minority children (see Lee & Suarez, 2009, for a summary of the research), scholars have advocated for the recognition, support, and utilization of the potentially rich pool of HLs/CLs as a resource for filling linguistic and cultural voids in professional and political sectors of our society (Brecht & Ingold, 1998; Peyton, Ranard, & McGinnis, 2001; Wiley, 2005b, 2007). Yet the maintenance of HLs/CLs even among children of first-generation immigrants has been difficult, and it has been nearly unattainable beyond the third generation (Fishman, 2001; Rumbaut, 2009; Veltman, 1983). Counter to popular beliefs that HLs/CLs can be easily maintained in the home if parents speak to their children in the HL/CL, studies have shown that home language use alone is an insufficient condition for producing highly proficient users of the language, particularly those who can function in professional domains. Some form of explicit instruction is needed (Fillmore, 1991, 2000; Lao & Lee, 2009; Lee, 2002; Wright, 2004). Throughout U.S. history, the most significant efforts for HL/CL instruction outside the home have occurred in community-based HL/CL schools (Fishman, 2001;
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... To comply with NCLB, Arizona had to revamp its academic standards, develop science tests, create ELL standards, and develop a statewide English-language proficiency exam. ... Page 11. 11 English Language Learners Left Behind in... more
... To comply with NCLB, Arizona had to revamp its academic standards, develop science tests, create ELL standards, and develop a statewide English-language proficiency exam. ... Page 11. 11 English Language Learners Left Behind in Arizona ...
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Research Interests: History and Demographics
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Introduction to special isssue on Southeast Asian American Demographic
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Research Interests: History and Demographics
Cambodian Americans are a fairly recent language minority group in the United States; most families arrived in the United States as refugees during the 1980s. Over the past 30 years, there has been great concern in the community regarding... more
Cambodian Americans are a fairly recent language minority group in the United States; most families arrived in the United States as refugees during the 1980s. Over the past 30 years, there has been great concern in the community regarding the maintenance loss of their native Khmer language. This article provides an historical and contemporary sketch of the Khmer language in the United States, and discusses implications for its future survival. Data are drawn and analyzed from the U.S. Census, the 2007 American Community Survey, and other statistical sources, in addition to research conducted in Cambodian American communities, and the author’s experiences and observations as a (non-native) Khmer speaker. The findings indicate that the Khmer language is alive and well in the United States, and most school-age youth continue to speak Khmer, although few speak it with high levels of proficiency and few have literacy skills in the language given the lack of opportunities for Khmer HL edu...
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Language and cultural preservation efforts among different communities of language speakers in the United States have received increasing attention as interest in linguistic rights and globalization continues to deepen. In addition to... more
Language and cultural preservation efforts among different communities of language speakers in the United States have received increasing attention as interest in linguistic rights and globalization continues to deepen. In addition to mounting evidence of the cognitive, psychological, and academic benefits of heritage language/ community language (HL/CL) maintenance for linguistic-minority children (see Lee & Suarez, 2009, for a summary of the research), scholars have advocated for the recognition, support, and utilization of the potentially rich pool of HLs/CLs as a resource for filling linguistic and cultural voids in professional and political sectors of our society (Brecht & Ingold, 1998; Peyton, Ranard, & McGinnis, 2001; Wiley, 2005b, 2007). Yet the maintenance of HLs/CLs even among children of first-generation immigrants has been difficult, and it has been nearly unattainable beyond the third generation (Fishman, 2001; Rumbaut, 2009; Veltman, 1983). Counter to popular beliefs that HLs/CLs can be easily maintained in the home if parents speak to their children in the HL/CL, studies have shown that home language use alone is an insufficient condition for producing highly proficient users of the language, particularly those who can function in professional domains. Some form of explicit instruction is needed (Fillmore, 1991, 2000; Lao & Lee, 2009; Lee, 2002; Wright, 2004). Throughout U.S. history, the most significant efforts for HL/CL instruction outside the home have occurred in community-based HL/CL schools (Fishman, 2001;
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Research provides evidence that traditional, teacher-centered instruction is less effective than student-centered instruction that makes ample use of active-learning pedagogies (Wink, 2000). Teachers and educational leaders have also... more
Research provides evidence that traditional, teacher-centered instruction is less effective than student-centered instruction that makes ample use of active-learning pedagogies (Wink, 2000). Teachers and educational leaders have also found that active-learning pedagogies and studentcentered techniques enhance learning, and play an important role in improving educational outcomes, such as decreased dropout rates and increased student achievement. Thus, there are efforts around the world to move away from instruction in ...
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This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms.... more
This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching. Participants include 15 teachers (7 treatment DLBE teachers; 8 comparison non-DLBE teachers). We observed and video recorded each teacher's English language arts (ELA) block four times over 18 months to examine changes over time and determine the impact of the coursework and coaching on their instructional practices. Using the Sheltered Instruction Observation Protocol (SIOP), we compare the scores of the two groups over time. We also provide analytic classroom vignettes for six of the eight SIOP components to illustrate how treatment teachers' instruction improved over time. The findings generally demonstrate that the treatment led to improvements in the overall quality of sheltered ELA instruction of the DLBE teachers, but also reveal areas in need of more attention within DLBE teacher professional development.
Research Interests: Psychology, Cognitive Science, Language Education, Mathematics Education, English Language Arts, and 11 moreBilingual Education, Linguistics, Professional Development, Language Assessment, Coaching, English Language Learners, Coursework, Language Arts, Curriculum and Pedagogy, Dual language, and Sheltered Instruction
This mixed-methods study investigates the impact of COVID-19 on elementary school literacy instruction for English Language Learners (ELLs) across four Indiana school districts. Classroom lesson videos and observation rubrics for 19... more
This mixed-methods study investigates the impact of COVID-19 on elementary school literacy instruction for English Language Learners (ELLs) across four Indiana school districts. Classroom lesson videos and observation rubrics for 19 teachers were collected from the beginning of 2020-2021 school year (during the pandemic) and compared with those collected pre-pandemic from the beginning of school years of 2018-2019 (n=7) and 2019-2020 (n=9). Findings demonstrate schools made efforts during the pandemic to offer quality literacy instruction within socially distanced classrooms, online synchronous instruction, and hybrid learning environments. However, teachers spent less time on two key literacy components: vocabulary and comprehension, and less time in small group/pair activities, resulting in lower rubric scores related to vocabulary and oral language development. As vocabulary and comprehension facilitated through peer interaction are central to quality literacy instruction, less a...
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This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms.... more
This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction
for English language learners (ELLs) in Indiana Dual Language Bilingual
Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching.
Participants include 15 teachers (7 treatment DLBE teachers; 8 comparison non-DLBE teachers). We observed and video recorded each teacher’s English language arts (ELA) block four times over 18months to
examine changes over time and determine the impact of the coursework and coaching on their instructional practices. Using the Sheltered
Instruction Observation Protocol (SIOP), we compare the scores of the
two groups over time. We also provide analytic classroom vignettes for
six of the eight SIOP components to illustrate how treatment teachers’
instruction improved over time. The findings generally demonstrate
that the treatment led to improvements in the overall quality of sheltered ELA instruction of the DLBE teachers, but also reveal areas in need
of more attention within DLBE teacher professional development.
for English language learners (ELLs) in Indiana Dual Language Bilingual
Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching.
Participants include 15 teachers (7 treatment DLBE teachers; 8 comparison non-DLBE teachers). We observed and video recorded each teacher’s English language arts (ELA) block four times over 18months to
examine changes over time and determine the impact of the coursework and coaching on their instructional practices. Using the Sheltered
Instruction Observation Protocol (SIOP), we compare the scores of the
two groups over time. We also provide analytic classroom vignettes for
six of the eight SIOP components to illustrate how treatment teachers’
instruction improved over time. The findings generally demonstrate
that the treatment led to improvements in the overall quality of sheltered ELA instruction of the DLBE teachers, but also reveal areas in need
of more attention within DLBE teacher professional development.
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This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language... more
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs). In practice, much literacy coaching in schools is often finite and fidelity-oriented yet coaching grounded in constructivism empowers and emboldens teachers to become agents of change. Using the Vygotsky Space theoretical framework, we draw on multiple data sources generated during classroom observations, sessions with an instructional coach, and postprogram interviews to examine how 12 teachers moved through the stages of appropriation, transformation, publication, and conventionalization over the course of a 2-year period. Results show that teachers exhibited meaningful shifts in their beliefs and teaching practices for ELLs during their coaching experience, but that sharing and internalizing those changes are protracted processes. We also identified two additional phases in the Vygotsky Space cycle: prepublication, where teachers expressed desires and plans to share new ideas, and scale-up, where teachers began to reach individuals and institutions beyond their initial context.
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In honor of Richard Ruiz and his legacy of contributions to the field, this article highlights the influence of Ruiz’s seminal 1984 article “Orientations in Language Planning.” Ruiz proposed a framework of three orientations to language... more
In honor of Richard Ruiz and his legacy of contributions to the field, this article highlights the influence of Ruiz’s seminal 1984 article “Orientations in Language Planning.” Ruiz proposed a framework of three orientations to language planning—language-as-problem, language-as-right, and language-as-resource. Ruiz argued for a language-as-resource orientation to alleviate some of the problems and conflicts emerging out of the other two orientations. In this article we demonstrate the continuing relevance of Ruiz’s framework by applying it to our current research on the development and expansion of multilingual education (MLE) for indigenous ethnic minority students in the remote mountainous (highlands) region of northeastern Cambodia. Specifically we analyze the problems and tensions that stemmed from problem- and rights-based orientations in the initial development of MLE, and highlight more recent shifts to a resource-orientation in current efforts to further develop and expand t...
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Editor\u27s Introduction to the 10th Anniversary Volum
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is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available at http://creativecommons. org/licenses/by-ncnd/2.5/. All other uses... more
is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available at http://creativecommons. org/licenses/by-ncnd/2.5/. All other uses must be approved by the author (s) or JSAAEA.
In this qualitative interpretive policy analysis case study, we examine the Cambodian government’s adoption and expansion of a Multilingual Education (MLE) program for speakers of different indigenous ethnic minority languages across five... more
In this qualitative interpretive policy analysis case study, we examine the Cambodian government’s adoption and expansion of a Multilingual Education (MLE) program for speakers of different indigenous ethnic minority languages across five Northeastern provinces. Data include MLE policy documents and curriculum, observations in MLE schools, and interviews and focus groups with NGO staff, government officials, MLE Core Trainers, local MLE teachers, and school board members. We also analyze the nature of Khmer and indigenous language use and the nature of teaching and learning in the MLE schools and classrooms. Findings reveal significant success in establishing new schools and programs, expanding access to nearly 5,000 indigenous students, but also identify a number of challenges related to the governments’ capacity to further develop and expand MLE, with continual reliance on NGOs for technical and other support. Analyses of classroom observation data provide evidence of fidelity to ...
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Co-editor & Design: Cassie Browning NOTE FROM AN ALUMNI Dr. Hamilton, I wanted to send you a pic of a lady I helped in Haiti using the pinhole eye test. She had blurry vision and was in the bush of Haiti. I used an 18G needle and poked a... more
Co-editor & Design: Cassie Browning NOTE FROM AN ALUMNI Dr. Hamilton, I wanted to send you a pic of a lady I helped in Haiti using the pinhole eye test. She had blurry vision and was in the bush of Haiti. I used an 18G needle and poked a bunch of holes in some cheap sunglasses we had. She said she had markedly improved vision while wearing them. Talk about 'first aid'! -Brian Hartman (2007 grad)