Latisha Mary
Biographic Data
| ID | 6521014 |
|---|---|
| NAME | Latisha Mary |
| GIVEN NAMES | Latisha |
| FAMILY NAME | Mary |
| SIGNATURE | MARY L |
| AFFILIATIONS | Université de Strasbourg |
| ORCID | 0000-0002-3881-7695 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Fostering teacher language awareness in a primary English-language immersion school in France
Many educators in immersion contexts support a policy of strict separation of languages in the classroom as the ideal model for second language acquisition and are reluctant to make connections between the dominant language, the target language and pupils’ home languages. This can result in missed opportunities for drawing on pupils’ entire linguistic repertoires to foster their learning The present study considers teachers’ discourses surroundin…
Nurturing critical multilingual awareness with pre-service (pre)primary teachers through an interdisciplinary, project-based approach
Teachers in France working with (emergent) bilingual pupils often not only feel ill-equipped to provide the specific support these learners require, but also find it difficult to accept that languages other than French have a right and role as learning resources in the classroom. Challenging such monolingual mindsets whilst helping teachers to understand, experience and experiment with the linguistic and cultural diversity of their classrooms req…
Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey
Blurring the borders between research and practice
This paper presents data collected within the context of a teacher education course designed to raise student teachers’ critical language awareness. Firstly, we describe the process of selecting, editing and constructing a bank of thematic extracts of filmed classroom interactions and interviews for use in teacher education. Secondly, we explore the impact of these materials on students’ willingness and desire to reflect on issues concerning lang…
Pre-service teachers’ translingual negotiation strategies at work
Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: …
Parents in the playground, headscarves in the school and an inspector taken hostage
In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction an…
Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion
This article presents data from a longitudinal study undertaken in a pre-primary classroom of 3–4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher’s intercultural competence facilitated the emergent bilingual children’s transition from home to school and fostered positive relationships with these parents and included them in the classroom. The data also suggest that th…
Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion
This article presents data from a longitudinal study undertaken in a pre-primary classroom of 3–4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher’s intercultural competence facilitated the emergent bilingual children’s transition from home to school and fostered positive relationships with these parents and included them in the classroom. The data also suggest that th…
Parents in the playground, headscarves in the school and an inspector taken hostage
In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction an…
Pre-service teachers’ translingual negotiation strategies at work
Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: …
Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion
This article presents data from a longitudinal study undertaken in a pre-primary classroom of 3–4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher’s intercultural competence facilitated the emergent bilingual children’s transition from home to school and fostered positive relationships with these parents and included them in the classroom. The data also suggest that th…
Parents in the playground, headscarves in the school and an inspector taken hostage
In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction an…
Blurring the borders between research and practice
This paper presents data collected within the context of a teacher education course designed to raise student teachers’ critical language awareness. Firstly, we describe the process of selecting, editing and constructing a bank of thematic extracts of filmed classroom interactions and interviews for use in teacher education. Secondly, we explore the impact of these materials on students’ willingness and desire to reflect on issues concerning lang…
Pre-service teachers’ translingual negotiation strategies at work
Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: …
Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey
Nurturing critical multilingual awareness with pre-service (pre)primary teachers through an interdisciplinary, project-based approach
Teachers in France working with (emergent) bilingual pupils often not only feel ill-equipped to provide the specific support these learners require, but also find it difficult to accept that languages other than French have a right and role as learning resources in the classroom. Challenging such monolingual mindsets whilst helping teachers to understand, experience and experiment with the linguistic and cultural diversity of their classrooms req…
Fostering teacher language awareness in a primary English-language immersion school in France
Many educators in immersion contexts support a policy of strict separation of languages in the classroom as the ideal model for second language acquisition and are reluctant to make connections between the dominant language, the target language and pupils’ home languages. This can result in missed opportunities for drawing on pupils’ entire linguistic repertoires to foster their learning The present study considers teachers’ discourses surroundin…
EFL/ESL Teaching and Learning (6 works) · Multilingual Education and Policy (6 works) · Pedagogy (6 works) · Psychology (6 works) · Second Language Learning and Teaching (5 works) · Sociology (4 works) · Bilingual education (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Neuroscience of multilingualism (3 works)