Mileidis Gort
Biographic Data
| ID | 5998312 |
|---|---|
| NAME | Mileidis Gort |
| GIVEN NAMES | Mileidis |
| FAMILY NAME | Gort |
| SIGNATURE | GORT M |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0002-9581-567X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Emergent bilingual preschoolers’ verbal and embodied engagement behaviors in read aloud
Shared reading is a crucial site for children’s emerging reading skills when children engage affectively, behaviorally, and cognitively in the reading process. To inform a more holistic, collective, and inclusive view of observable engagement in read aloud (RA) behaviors, authors examined EB preschoolers’ micro-moment engagement behaviors to understand how they recruit their verbal and embodied modes to attend to RAs and how these behaviors align…
“Show Me How You Can Practice That”
When providing socioemotional instruction to emergent bilingual children, preschool teachers are responsible for helping them navigate cultural and linguistic intersections of socioemotional learning. Teachers' multimodal practices may support that instruction, given that the children's socioemotional learning is an emotional, physical, and psychological endeavor. Through multimodality and communities of practice theoretical lenses, we investigat…
Morning circle as a community of practice
To understand how verbal, visual, and actional modalities serve dual language bilingual education instruction and learning in the preschool activity of Morning Circle (MC), we ask: (a) What is the nature of teachers’ transmodal practices to facilitate MC activity? (b) How do teacher pairs orchestrate transmodal practices across MC activities? Using a communities of practice perspective, we explore how co-teacher pairs establish a nexus of high-va…
Disrupting racialized perceptions of bilingual student writing
Sustainable translanguaging pedagogy in support of the vulnerable language
Show-and-Tell activity provides emergent bilingual (EB) children with an opportunity to engage oral language skills to support their developing bi/literacy. In dual language bilingual education (DLBE) preschool programs, teachers utilize translanguaging practices to facilitate communication, scaffold learning, and encourage participation. Using a sustainable translanguaging lens, we explore English- and Spanish-language model teachers' pedagogica…
Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments
This article reports on findings from the first year of a professional learning partnership aimed at supporting elementary teachers in improving their writing instruction for emergent bilingual students. Specifically, we present a case study of one fourth grade teacher's writing instruction, exploring how an introduction to a functional approach to teaching argument writing contributed to shifts in practice and in her understanding of effective w…
Translanguaging for varying discourse functions in sociodramatic play
This exploratory multiple case study investigated how preschool-age, Spanish-English emergent bilingual (EB) children with diverse language profiles leverage their discursive resources to engage with peers and teachers in sociodramatic play (SDP) interactions. Data were collected over the course of one academic year, including weekly video recordings of child-peer and child–teacher interactions in SDP activity. A dynamic conceptualization of bili…
Development and initial validation of the Spanish form of the adjustment scales for preschool intervention (Aspi)
“Want me to show you?”
Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play
This case study explores how an emergent bilingual preschooler used transmodal practices to engage with objects and compose narratives in sociodramatic play. Video recordings and field notes were collected in a dual language preschool classroom in the United States to examine the actional, verbal, and visual modes used by the focal child during his engagement with objects. An action-oriented analysis using multimodal discourse and mediated action…
Coordinated Translanguaging Pedagogy as Distributed Cognition
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 int…
Transforming Literacy Learning and Teaching Through Translanguaging and Other Typical Practices Associated With “Doing Being Bilingual”
Recent scholarship and theorizing on the language practices of individuals and communities conceptualize language as an activity, or something language users do, rather than a structure or a system
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy
In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting’s language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the tensions between language separation ideology and its practical realization in early bilingual education by co…
Exploring bilingual pedagogies in dual language preschool classrooms
In this paper, we present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions. Findings reveal teachers’ flexible and strategic use of each language to support children's developing bilingual competencies as well as to negotiate se…
Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds
This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (CitationKrashen, 1985) and language output (CitationSwain, 1985), along with a reciprocal interaction model of teaching (CitationCummins, 2000), guided our understanding of teachers' use of questions to engage students in book-based ex…
Navigating Tensions in the Process of Change
In response to growing concerns among faculty regarding the lack of attention to the bilingual student population in our pre-service teacher education program, the authors engaged in a shared self-study of the process of revising and implementing a secondary English methods course with explicit attention to the special needs of bilingual/bicultural learners. The paper describes how the second author, an English educator, with support from the fir…
Demanding More
In the current english-only programs in California, Arizona, and Massachusetts only a small percentage of students are learning English and subject matter content. This violates the success in practice prong of . Further, these program failures bolster the claim that these programs also violate castañeda's sound theory and qualified expert support prong. Previous legal actions focused on the latter requirement and failed. Focusing on program fail…
You Give Me Idea!”
This study analyzes the nature of spontaneous bilingual peer interactions across Spanish/English integrated learning contexts, as well as the roles played by Spanish-dominant and English-dominant peers in mediating each others' bilingual, biliteracy, and cross-cultural learning in a two-way partial immersion (TWpI) program. Implications for designing and implementing effective language, literacy, and cross-cultural learning environments for bilin…
Demanding More
In the current english-only programs in California, Arizona, and Massachusetts only a small percentage of students are learning English and subject matter content. This violates the success in practice prong of . Further, these program failures bolster the claim that these programs also violate castañeda's sound theory and qualified expert support prong. Previous legal actions focused on the latter requirement and failed. Focusing on program fail…
You Give Me Idea!”
This study analyzes the nature of spontaneous bilingual peer interactions across Spanish/English integrated learning contexts, as well as the roles played by Spanish-dominant and English-dominant peers in mediating each others' bilingual, biliteracy, and cross-cultural learning in a two-way partial immersion (TWpI) program. Implications for designing and implementing effective language, literacy, and cross-cultural learning environments for bilin…
Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds
This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (CitationKrashen, 1985) and language output (CitationSwain, 1985), along with a reciprocal interaction model of teaching (CitationCummins, 2000), guided our understanding of teachers' use of questions to engage students in book-based ex…
Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play
This case study explores how an emergent bilingual preschooler used transmodal practices to engage with objects and compose narratives in sociodramatic play. Video recordings and field notes were collected in a dual language preschool classroom in the United States to examine the actional, verbal, and visual modes used by the focal child during his engagement with objects. An action-oriented analysis using multimodal discourse and mediated action…
You Give Me Idea!”
This study analyzes the nature of spontaneous bilingual peer interactions across Spanish/English integrated learning contexts, as well as the roles played by Spanish-dominant and English-dominant peers in mediating each others' bilingual, biliteracy, and cross-cultural learning in a two-way partial immersion (TWpI) program. Implications for designing and implementing effective language, literacy, and cross-cultural learning environments for bilin…
Demanding More
In the current english-only programs in California, Arizona, and Massachusetts only a small percentage of students are learning English and subject matter content. This violates the success in practice prong of . Further, these program failures bolster the claim that these programs also violate castañeda's sound theory and qualified expert support prong. Previous legal actions focused on the latter requirement and failed. Focusing on program fail…
Navigating Tensions in the Process of Change
In response to growing concerns among faculty regarding the lack of attention to the bilingual student population in our pre-service teacher education program, the authors engaged in a shared self-study of the process of revising and implementing a secondary English methods course with explicit attention to the special needs of bilingual/bicultural learners. The paper describes how the second author, an English educator, with support from the fir…
Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds
This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (CitationKrashen, 1985) and language output (CitationSwain, 1985), along with a reciprocal interaction model of teaching (CitationCummins, 2000), guided our understanding of teachers' use of questions to engage students in book-based ex…
Exploring bilingual pedagogies in dual language preschool classrooms
In this paper, we present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions. Findings reveal teachers’ flexible and strategic use of each language to support children's developing bilingual competencies as well as to negotiate se…
Transforming Literacy Learning and Teaching Through Translanguaging and Other Typical Practices Associated With “Doing Being Bilingual”
Recent scholarship and theorizing on the language practices of individuals and communities conceptualize language as an activity, or something language users do, rather than a structure or a system
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy
In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting’s language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the tensions between language separation ideology and its practical realization in early bilingual education by co…
Coordinated Translanguaging Pedagogy as Distributed Cognition
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 int…
“Want me to show you?”
Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play
This case study explores how an emergent bilingual preschooler used transmodal practices to engage with objects and compose narratives in sociodramatic play. Video recordings and field notes were collected in a dual language preschool classroom in the United States to examine the actional, verbal, and visual modes used by the focal child during his engagement with objects. An action-oriented analysis using multimodal discourse and mediated action…
Development and initial validation of the Spanish form of the adjustment scales for preschool intervention (Aspi)
Translanguaging for varying discourse functions in sociodramatic play
This exploratory multiple case study investigated how preschool-age, Spanish-English emergent bilingual (EB) children with diverse language profiles leverage their discursive resources to engage with peers and teachers in sociodramatic play (SDP) interactions. Data were collected over the course of one academic year, including weekly video recordings of child-peer and child–teacher interactions in SDP activity. A dynamic conceptualization of bili…
Sustainable translanguaging pedagogy in support of the vulnerable language
Show-and-Tell activity provides emergent bilingual (EB) children with an opportunity to engage oral language skills to support their developing bi/literacy. In dual language bilingual education (DLBE) preschool programs, teachers utilize translanguaging practices to facilitate communication, scaffold learning, and encourage participation. Using a sustainable translanguaging lens, we explore English- and Spanish-language model teachers' pedagogica…
Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments
This article reports on findings from the first year of a professional learning partnership aimed at supporting elementary teachers in improving their writing instruction for emergent bilingual students. Specifically, we present a case study of one fourth grade teacher's writing instruction, exploring how an introduction to a functional approach to teaching argument writing contributed to shifts in practice and in her understanding of effective w…
Morning circle as a community of practice
To understand how verbal, visual, and actional modalities serve dual language bilingual education instruction and learning in the preschool activity of Morning Circle (MC), we ask: (a) What is the nature of teachers’ transmodal practices to facilitate MC activity? (b) How do teacher pairs orchestrate transmodal practices across MC activities? Using a communities of practice perspective, we explore how co-teacher pairs establish a nexus of high-va…
Disrupting racialized perceptions of bilingual student writing
Emergent bilingual preschoolers’ verbal and embodied engagement behaviors in read aloud
Shared reading is a crucial site for children’s emerging reading skills when children engage affectively, behaviorally, and cognitively in the reading process. To inform a more holistic, collective, and inclusive view of observable engagement in read aloud (RA) behaviors, authors examined EB preschoolers’ micro-moment engagement behaviors to understand how they recruit their verbal and embodied modes to attend to RAs and how these behaviors align…
“Show Me How You Can Practice That”
When providing socioemotional instruction to emergent bilingual children, preschool teachers are responsible for helping them navigate cultural and linguistic intersections of socioemotional learning. Teachers' multimodal practices may support that instruction, given that the children's socioemotional learning is an emotional, physical, and psychological endeavor. Through multimodality and communities of practice theoretical lenses, we investigat…
Psychology (16 works) · Linguistics (15 works) · Multilingual Education and Policy (13 works) · Pedagogy (13 works) · EFL/ESL Teaching and Learning (12 works) · Sociology (12 works) · Second Language Learning and Teaching (11 works) · Mathematics education (9 works) · Neuroscience of multilingualism (9 works) · Translanguaging (7 works)