Peruse some of BUENO’s recent scholarship:
““HEY! TODAY I WILL TELL YOU ABOUT THE WATER CYCLE!”: Variations of Language and Organizational Features in Third-Grade Science Explanation Writing”
Published 8 Aug 2017
This study investigated third graders’ use and variation of linguistic resources when writing a science explanation. Using systemic functional linguistics as a framework, we purposefully selected and analyzed writing samples of students with high and low scores to explore how the students’ use of language features (i.e., lexicogrammatical re- sources) reflected those expected in the discipline, or register, of science, as well as alternative language patterns used to realize the cyclical explanation genre in science. The language features used in high-scored samples were more aligned with those of the discipline compared with the low-scored samples. Although the low-scored samples revealed that students possessed some valid scientific understandings, these understandings were not as evident due to the students’ limited use of language features commonly found in the science register. This work fills important gaps in the literature concerning the contribution of lexicogrammatical resources in conveying elementary students’ science knowledge through written explanations.
“What Gets Lost When English-Only Writing Assessment Is Used to Assess Writing Proficiency in Spanish-English Emerging Bilingual Learners?”
Kathy Escamilla, Sandra Butvilofsky, & Susan Hopewell
Published 24 Jan 2017
Recent analyses of wide-scale writing assessment outcomes indicate that English writing achievement for fourth- and fifth-grade emerging bilingual learners continues to be an area of great concern. Utilizing the theory of holistic bilingualism and a mixed methods design, this study examines the writing skills of 44 emerging bilingual fourth and fifth graders. The purpose of this study was to compare and correlate various writing outcomes as measured by the state’s high-stakes writing assessment, English language proficiency writing assessment, and an informal biliterate writing rubric. Results indicate that the majority of students are not acquiring proficiency in English writing as measured by English-only assessments. When students’ Spanish and English outcomes are considered holistically, students’ outcomes in Spanish surpassed English for the majority. Findings indicate the potential for a writing assessment protocol that is intentionally biliterate and that displays Spanish and English together as a part of the assessment process.
“Coordinated translanguaging pedagogy as distributed cognition: A case study of two dual language preschool co-teachers’ languaging practices during shared book readings”
Ryan W. Pontier & Mileidis Gort
Published February 10, 2016
This study examined how a pair of Spanish/English dual language bilingual education (DLBE) preschool teachers enacted their bilingualism while working cohesively and simultaneously toward common instructional goals. We drew on classroom video data, field notes, and other relevant artifacts collected weekly during shared readings of English- and Spanish-language storybooks over the course of one academic year to document coteachers’ book-based interactions with each other and their students. Guided by translanguaging (O. García, 2009a, 2009b; O. García & Wei, 2014) and distributive cognition (Brown & Campione, 1996; Hutchins, 1995) frameworks, findings elucidate how teachers drew on their own and each other’s dynamic bilingualism through both monolingual and bilingual performances, supporting the coordination of instructional targets (e.g., vocabulary, narrative genre) and instructional practices (e.g., translation, explanation). Findings have implications for DLBE program language policy and practice as they highlight the utility of a bilingual pedagogy.