Emily Phillips Galloway
Dados Biográficos
| ID | 1583962 |
|---|---|
| NOME | Emily Phillips Galloway |
| PRENOMES | Emily Phillips |
| SOBRENOME | Galloway |
| ASSINATURA | GALLOWAY E P |
| AFILIAÇÕES | Vanderbilt University |
| ORCID | 0000-0001-9654-9716 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 60 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Improving writing without teaching it
Playful translanguaging
This article surfaces the experiential and affective qualities of classroom discourse in a multilingual setting. We foreground the concept of “playful translanguaging,” or the social, often humorous and spontaneous use of diverse linguistic and semiotic resources that blurs conventional boundaries between languages, play and learning, and between teacher-student roles. While the field of multilingual education has tended to focus on translanguagi…
Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools
The popular Science of Reading (SoR) movement has galvanized attention to early reading instruction with an emphasis on foundational reading skills, yet this movement is largely grounded in research focused on monolingual emergent readers. In this article, we aim to advance the science of strengths‐based reading instruction for the segment of the population of multilingual learners who stand the most to gain from enhanced learning opportunities: …
Teacher Sensemaking of Curricular Tools for Mapping Plurilingual Identities
Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers
The teaching of academic registers without attention to instructional conditions can contribute to processes of minoritization and marginalization. • Here, we advocate for creating humanizing and just instructional conditions for learning through and about language at school. • We present what we call pedagogies of voices instructional principles that support educators and researchers to bring to fruition this vision for equitable and just langua…
Supporting social strengths amid emerging bilingualism
Bilinguals often outperform monolinguals at apprehending the perspectives of others—an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English learners' (ELs') use of such skill in academic writing may be affected by literacy curriculum is the focus of this study. The study explored students' use of social perspective taking (SPT) in writing by examining their responses to a novel argumentati…
Bridging Theory to Practice
This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the cur…
Prolepsis & telos
Background Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive.Methods Semi-structured interviews and fieldnotes of mentors in a U.S. public library makersp…
Pedagogy of Possibility
We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students dem…
Linguistic Cartography
To inform the design of humanizing pedagogies that draw on the whole of learners’ linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach—“linguistic cartography”—for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on …
Teaching ‘Register Overlap
Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students’ additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English wit…
They’re the Ones Who Hold the Answers”
Purposeful academic conversation engages students as active agents in the process of making meaning from text, negotiating perspectives, and achieving mutual understanding. However, educators often report difficulties in engaging students in talk‐based pedagogies. This concern can be partially addressed by ensuring that students and teachers have similar understandings regarding the purposes of academic conversation. Here, we examine the concepti…
Toward Biliteracy
Academic language skills support mid‐adolescents’ comprehension of the language of school texts. To date, scarce research has explored associations between dual academic language skills and reading comprehension among mid‐adolescent dual language immersion (DLI) students. This study examined individual differences in Spanish and English academic language skills and their contribution to English reading comprehension in a cross‐sectional sample of…
Broadening the Lens on the Science of Reading
Merging evidence from psychological models of reading comprehension, ethnographic research on language and literacy, and textual linguistics lines of research, the authors take the position that psychological models of reading comprehension often overlook written language comprehension and production as context‐embedded, sociocultural processes. Using the example of academic language comprehension by middle grade learners, the authors present a s…
Amplifying and affirming students' voices through Cals-informed instruction
Recent literacy research calls for pedagogical approaches that multiply students' opportunities to discuss texts and ideas that matter. We argue that understanding mid-adolescents' language needs can further inform discussion-based approaches. Our assessment research reveals that substantial differences in Core Academic Language Skills (CALS) – high-utility school-relevant language skills – help explain why comprehending school texts can be chall…
Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades
This study reports on the conceptualization of a new construct targeting the cross-disciplinary academic language skills most relevant to school reading comprehension, targeting the validation of the Core Academic Language Skills (CALS) Instrument, a novel assessment tool which measures this construct. Participants included Grade 4-8 monolingual English and bilingual students designated as English learners (N= 7,152) from the United States. The s…
Academic Language Across Content Areas
Educators are aware of the need to promote students’ academic language to support text comprehension. Yet, besides teaching academic vocabulary, many educators continue to ask, What would this instruction entail? Guided by a new framework known as core academic language skills ( CALS ), the authors’ research focuses on delineating core language skills that contribute to reading comprehension to make them more visible to educators and researchers.…
Beyond Vocabulary
Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language proficiency construct, core academic-language skills (CALS). CALS refers to a constellation of high-utilit…
Learning to Write in Middle School
Beyond Vocabulary
Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language proficiency construct, core academic-language skills (CALS). CALS refers to a constellation of high-utilit…
Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades
This study reports on the conceptualization of a new construct targeting the cross-disciplinary academic language skills most relevant to school reading comprehension, targeting the validation of the Core Academic Language Skills (CALS) Instrument, a novel assessment tool which measures this construct. Participants included Grade 4-8 monolingual English and bilingual students designated as English learners (N= 7,152) from the United States. The s…
Broadening the Lens on the Science of Reading
Merging evidence from psychological models of reading comprehension, ethnographic research on language and literacy, and textual linguistics lines of research, the authors take the position that psychological models of reading comprehension often overlook written language comprehension and production as context‐embedded, sociocultural processes. Using the example of academic language comprehension by middle grade learners, the authors present a s…
Amplifying and affirming students' voices through Cals-informed instruction
Recent literacy research calls for pedagogical approaches that multiply students' opportunities to discuss texts and ideas that matter. We argue that understanding mid-adolescents' language needs can further inform discussion-based approaches. Our assessment research reveals that substantial differences in Core Academic Language Skills (CALS) – high-utility school-relevant language skills – help explain why comprehending school texts can be chall…
Toward Biliteracy
Academic language skills support mid‐adolescents’ comprehension of the language of school texts. To date, scarce research has explored associations between dual academic language skills and reading comprehension among mid‐adolescent dual language immersion (DLI) students. This study examined individual differences in Spanish and English academic language skills and their contribution to English reading comprehension in a cross‐sectional sample of…
Bridging Theory to Practice
This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the cur…
Linguistic Cartography
To inform the design of humanizing pedagogies that draw on the whole of learners’ linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach—“linguistic cartography”—for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on …
Teaching ‘Register Overlap
Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students’ additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English wit…
Learning to Write in Middle School
Beyond Vocabulary
Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language proficiency construct, core academic-language skills (CALS). CALS refers to a constellation of high-utilit…
Academic Language Across Content Areas
Educators are aware of the need to promote students’ academic language to support text comprehension. Yet, besides teaching academic vocabulary, many educators continue to ask, What would this instruction entail? Guided by a new framework known as core academic language skills ( CALS ), the authors’ research focuses on delineating core language skills that contribute to reading comprehension to make them more visible to educators and researchers.…
Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades
This study reports on the conceptualization of a new construct targeting the cross-disciplinary academic language skills most relevant to school reading comprehension, targeting the validation of the Core Academic Language Skills (CALS) Instrument, a novel assessment tool which measures this construct. Participants included Grade 4-8 monolingual English and bilingual students designated as English learners (N= 7,152) from the United States. The s…
Toward Biliteracy
Academic language skills support mid‐adolescents’ comprehension of the language of school texts. To date, scarce research has explored associations between dual academic language skills and reading comprehension among mid‐adolescent dual language immersion (DLI) students. This study examined individual differences in Spanish and English academic language skills and their contribution to English reading comprehension in a cross‐sectional sample of…
Broadening the Lens on the Science of Reading
Merging evidence from psychological models of reading comprehension, ethnographic research on language and literacy, and textual linguistics lines of research, the authors take the position that psychological models of reading comprehension often overlook written language comprehension and production as context‐embedded, sociocultural processes. Using the example of academic language comprehension by middle grade learners, the authors present a s…
Amplifying and affirming students' voices through Cals-informed instruction
Recent literacy research calls for pedagogical approaches that multiply students' opportunities to discuss texts and ideas that matter. We argue that understanding mid-adolescents' language needs can further inform discussion-based approaches. Our assessment research reveals that substantial differences in Core Academic Language Skills (CALS) – high-utility school-relevant language skills – help explain why comprehending school texts can be chall…
They’re the Ones Who Hold the Answers”
Purposeful academic conversation engages students as active agents in the process of making meaning from text, negotiating perspectives, and achieving mutual understanding. However, educators often report difficulties in engaging students in talk‐based pedagogies. This concern can be partially addressed by ensuring that students and teachers have similar understandings regarding the purposes of academic conversation. Here, we examine the concepti…
Pedagogy of Possibility
We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students dem…
Linguistic Cartography
To inform the design of humanizing pedagogies that draw on the whole of learners’ linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach—“linguistic cartography”—for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on …
Teaching ‘Register Overlap
Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students’ additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English wit…
Prolepsis & telos
Background Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive.Methods Semi-structured interviews and fieldnotes of mentors in a U.S. public library makersp…
Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers
The teaching of academic registers without attention to instructional conditions can contribute to processes of minoritization and marginalization. • Here, we advocate for creating humanizing and just instructional conditions for learning through and about language at school. • We present what we call pedagogies of voices instructional principles that support educators and researchers to bring to fruition this vision for equitable and just langua…
Supporting social strengths amid emerging bilingualism
Bilinguals often outperform monolinguals at apprehending the perspectives of others—an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English learners' (ELs') use of such skill in academic writing may be affected by literacy curriculum is the focus of this study. The study explored students' use of social perspective taking (SPT) in writing by examining their responses to a novel argumentati…
Bridging Theory to Practice
This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the cur…
Teacher Sensemaking of Curricular Tools for Mapping Plurilingual Identities
Improving writing without teaching it
Playful translanguaging
This article surfaces the experiential and affective qualities of classroom discourse in a multilingual setting. We foreground the concept of “playful translanguaging,” or the social, often humorous and spontaneous use of diverse linguistic and semiotic resources that blurs conventional boundaries between languages, play and learning, and between teacher-student roles. While the field of multilingual education has tended to focus on translanguagi…
Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools
The popular Science of Reading (SoR) movement has galvanized attention to early reading instruction with an emphasis on foundational reading skills, yet this movement is largely grounded in research focused on monolingual emergent readers. In this article, we aim to advance the science of strengths‐based reading instruction for the segment of the population of multilingual learners who stand the most to gain from enhanced learning opportunities: …
Psychology (15 obras) · Linguistics (14 obras) · Mathematics education (13 obras) · Pedagogy (12 obras) · Sociology (12 obras) · EFL/ESL Teaching and Learning (11 obras) · Multilingual Education and Policy (8 obras) · Reading and Literacy Development (8 obras) · Computer Science (7 obras) · Reading (process) (7 obras)