Melinda Martin-Beltrán
Biographic Data
| ID | 9295545 |
|---|---|
| NAME | Melinda Martin-Beltrán |
| GIVEN NAMES | Melinda |
| FAMILY NAME | Martin-Beltrán |
| SIGNATURE | MARTIN-BELTRÁN M |
| AFFILIATIONS | Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Preservice teachers developing humanizing intercultural competence during field-based interactions
Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions
Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We argue that by examining reasoning discourse holistically - beyond speaker turns - we can capture tea…
Developing a Zone of Relevance
This article analyzes how emergent bilinguals discursively support one another during literacy activities in a cross-aged peer-tutoring program in their elementary school. Drawing from Vygotskian sociocultural theory, we frame peer supports as developing a zone of relevance that fosters and sustains peer engagement in literacy discussions. Microgenetic analysis reveals how children worked together and supported one another through discursive move…
Exploring Peer Interaction Among Multilingual Youth
Peer interactions are central to student experiences and present tremendous opportunities for language learning and consequences for educational equity, yet these opportunities have often been unrecognized and under-examined. This special issue offers new perspectives examining the potential of peer interaction to foster language, literacy and identity development. Peer interaction provides an interesting context for students to play with languag…
‘Let's think about it together
As linguistic diversity is increasing in schools worldwide, research is needed to examine how to modify teaching and learning contexts in response to emerging multilingual students’ different needs. Grounded in sociocultural theory, this study examined how teachers used discourse differently to respond to diverse students’ needs as they participated in a language programme that brought together multicompetent language users, Spanish-expert studen…
Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities
This study investigated how students learning English and students learning Spanish activated multilingual repertoires as they participated in one high school program that aimed to promote reciprocal learning and teaching of multilingual literacy practices. Grounded in sociocultural theory, we examined how students drew upon Spanish, English, and translanguaging as cultural and cognitive tools to mediate learning in a Third Space. Data collection…
Learning together
This qualitative case study examines an after-school, bilingual family literacy programme that brought together several groups to form a community of practice (CoP) that worked to support the literacy development of English language learners and their families. We explored the following question: How do parents, teachers, students, and other school personnel interact within an after-school family literacy programme and learn from each other as a …
Points of Transition
Using sociocultural and poststructuralist theoretical lenses, this study examines the narrative construction of language-learner identity across time and space. We applied cross-narrative methodologies to analyze language-learning autobiographies and interview data from three English users who had recently transitioned to a U.S. context for graduate studies. We found that learners' narratives and identity constructions are shaped in unique ways b…
Envisioning collaboration
The inclusion of language learners and the imperative to meet the needs of English language learners in the mainstream classroom call upon teachers of English for speakers of other languages (ESOL teachers) and mainstream teachers to work together; however, little research has been done in US contexts to understand collaborative efforts between ESOL and mainstream teachers. Research thus far has focused on the inclusion of English language learne…
Envisioning collaboration
The inclusion of language learners and the imperative to meet the needs of English language learners in the mainstream classroom call upon teachers of English for speakers of other languages (ESOL teachers) and mainstream teachers to work together; however, little research has been done in US contexts to understand collaborative efforts between ESOL and mainstream teachers. Research thus far has focused on the inclusion of English language learne…
Preservice teachers developing humanizing intercultural competence during field-based interactions
Learning together
This qualitative case study examines an after-school, bilingual family literacy programme that brought together several groups to form a community of practice (CoP) that worked to support the literacy development of English language learners and their families. We explored the following question: How do parents, teachers, students, and other school personnel interact within an after-school family literacy programme and learn from each other as a …
Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry
Envisioning collaboration
The inclusion of language learners and the imperative to meet the needs of English language learners in the mainstream classroom call upon teachers of English for speakers of other languages (ESOL teachers) and mainstream teachers to work together; however, little research has been done in US contexts to understand collaborative efforts between ESOL and mainstream teachers. Research thus far has focused on the inclusion of English language learne…
Points of Transition
Using sociocultural and poststructuralist theoretical lenses, this study examines the narrative construction of language-learner identity across time and space. We applied cross-narrative methodologies to analyze language-learning autobiographies and interview data from three English users who had recently transitioned to a U.S. context for graduate studies. We found that learners' narratives and identity constructions are shaped in unique ways b…
Learning together
This qualitative case study examines an after-school, bilingual family literacy programme that brought together several groups to form a community of practice (CoP) that worked to support the literacy development of English language learners and their families. We explored the following question: How do parents, teachers, students, and other school personnel interact within an after-school family literacy programme and learn from each other as a …
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities
This study investigated how students learning English and students learning Spanish activated multilingual repertoires as they participated in one high school program that aimed to promote reciprocal learning and teaching of multilingual literacy practices. Grounded in sociocultural theory, we examined how students drew upon Spanish, English, and translanguaging as cultural and cognitive tools to mediate learning in a Third Space. Data collection…
Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry
Developing a Zone of Relevance
This article analyzes how emergent bilinguals discursively support one another during literacy activities in a cross-aged peer-tutoring program in their elementary school. Drawing from Vygotskian sociocultural theory, we frame peer supports as developing a zone of relevance that fosters and sustains peer engagement in literacy discussions. Microgenetic analysis reveals how children worked together and supported one another through discursive move…
Exploring Peer Interaction Among Multilingual Youth
Peer interactions are central to student experiences and present tremendous opportunities for language learning and consequences for educational equity, yet these opportunities have often been unrecognized and under-examined. This special issue offers new perspectives examining the potential of peer interaction to foster language, literacy and identity development. Peer interaction provides an interesting context for students to play with languag…
‘Let's think about it together
As linguistic diversity is increasing in schools worldwide, research is needed to examine how to modify teaching and learning contexts in response to emerging multilingual students’ different needs. Grounded in sociocultural theory, this study examined how teachers used discourse differently to respond to diverse students’ needs as they participated in a language programme that brought together multicompetent language users, Spanish-expert studen…
Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions
Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We argue that by examining reasoning discourse holistically - beyond speaker turns - we can capture tea…
Preservice teachers developing humanizing intercultural competence during field-based interactions
Sociology (10 works) · EFL/ESL Teaching and Learning (9 works) · Pedagogy (9 works) · Psychology (9 works) · Multilingual Education and Policy (8 works) · Mathematics education (7 works) · Second Language Learning and Teaching (7 works) · Literacy (5 works) · Sociocultural evolution (5 works) · Language acquisition (4 works)