Sabrina F. Sembiante

TL;DR: The authors describe how one dual language preschool teacher navigated the tensions between language separation ideology and its practical realization in early bilingual education by co-constructing and enacting flexible bilingual pedagogic practices in support of Spanish-English emergent bilingual children's participation in language and literary activities and performance of academic discourse.

TL;DR: In this article, the authors examine how an emergent bilingual child engages with multimodal resources in a preschool classroom within an early childhood Spanish/English dual language program, in order to learn to use bilingual resources.

TL;DR: The relevance and implications of this critical language approach for the field of curriculum studies are discussed in this paper. But, they focus on the use of critical pedagogy in curriculum studies.

TL;DR: In this paper, a participatory research method, data-in-a-day, was used to provide a systematic and inclusive method for gathering data on student perceptions of small learning communities (SLCs).

TL;DR: This article investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish and English-medium read-aloud activities and found that teachers asked a variety of questions, exhibiting a multitude of functions and levels of cognitive challenge.