Speaker
Abstract section 2: Contribution/research questions
This study contributes to SLA and multilingual education by examining how bilingual instruction is implemented and experienced in multilingual immigrant classrooms. It explores how teachers’ practices and institutional priorities shape language learning and identity. The research questions are: (1) How is bilingual instruction implemented in multilingual immigrant classrooms? (2) How do immigrant learners experience and negotiate bilingual learning? (3) What challenges affect their language development and identity?
Abstract section 3: Content/method
A qualitative case study was conducted in two multilingual schools using national and international curricula. Data were collected through semi-structured interviews with educators (teachers, administrators, and language coordinators), classroom observations, and informal discussions with immigrant learners aged 6–12. Data were analyzed thematically to identify patterns in instructional strategies, learner experiences, and institutional constraints. The study is framed by Cummins’ interdependence theory, Krashen’s input hypothesis, García’s translanguaging theory, and Vygotsky’s sociocultural theory.
Abstract section 4: Outcomes/results
Findings indicate that teachers use translanguaging, scaffolding, and differentiated instruction to support bilingual learners, but these practices are constrained by institutional emphasis on English and limited assessment tools for multilingual students. Immigrant learners with minimal exposure to the national language struggle with literacy development and experience reduced confidence and identity tension. Parental support for the national language is often inconsistent, further limiting learners’ language development. The study suggests that effective bilingual education requires systemic support through policy reform, culturally responsive curricula, and teacher professional development to strengthen equitable language learning and learner identity.
Abstract section 5: References
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
Garcia, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism, and Education. New York, NY: Palgrave MacMillan.
https://doi.org/10.1057/9781137385765
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Oller, J. W. (1988). [Review of The Input Hypothesis: Issues and Implications, by S. D. Krashen]. Language, 64(1), 171–173. https://doi.org/10.2307/414800
VYGOTSKY, L. S. (1978). Mind in Society: Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Abstract section 1: Relevance
Bilingual education and translanguaging have become central in contemporary SLA and multilingual pedagogy, as scholars emphasize the value of learners’ full linguistic repertoires (García, 2009; Cummins, 2000). However, immigrant learners in multilingual classrooms often face unequal access to academic language and literacy development due to institutional English dominance and limited support for national or heritage languages. This study addresses a gap in research on how bilingual instruction is implemented and experienced in multilingual settings, providing insights into how policy, assessment, and classroom practices influence learner identity, motivation, and language outcomes.
| Title | Translanguaging and SLA in Multilingual Immigrant Classrooms |
|---|---|
| Teaching Context | Teaching children |