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Cited by 129Multilingual Education and PolicyEducation and experiences of immigrants and refugeesEFL/ESL Teaching and Learning

The DOI matches its Crossref record; 176 of the 190 references it cites were found in a registry or an index.

Emergent bilingual students in secondary school: Along the academic language and literacy continuum

Menken, Kate·2013·Language Teaching
DOI 10.1017/s0261444813000281
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Abstract

This article offers a critical review of research about emergent bilingual students in secondary school, where the academic demands placed upon them are great, and where instruction typically remains steadfast in its monolingualism. I focus on recent scholarship about the diversity within this student population, and center on ‘students with interrupted formal education’ (SIFE, new arrivals who have no home language literacy skills or are at the beginning stages of literacy learning) and ‘long-term English language learners’ (LTELLs, primarily educated in their receiving country yet still eligible for language support services). Little has been published about these students, making this a significant area of inquiry. Moreover, both groups are characterized by poor performance and together illustrate the characteristics of secondary students at various points along an academic language and literacy continuum. While existing research provides important information to help us improve secondary schooling for emergent bilinguals, it has also perpetuated deficit views of these students by focusing solely on their perceived academic shortcomings. Grounded in a new body of research in applied linguistics that examines the students’ complex, creative, and dynamic language and literacy practices, I apply a translanguaging lens to critique the positioning of such students as deficient, with implications for research and practice.

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Crossref · 10.1017/s0261444813000281

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176 of 176 references verified0 citation errors · 0 not checkable

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  • English-only policies do not benefit EBs; EBs learn better if their home language is valued and utilized as a resource using translanguaging and culturally and linguistically responsive pedagogies.

    “However, the myth that English-only policies benefit EBs has been contested by several researchers (August et al., 2011; Menken, 2013); in fact, EBs learn better if their home language is valued and utilized as a resource using translanguaging (García & Kleyn, 2016; García & Wei, 2014) and culturally and linguistically responsive pedagogies (Gay, 2018; Villegas & Lucas, 2002).”

    From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Menken, 2013

Citations

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14 of the 190 references couldn’t be matched to a known paper.

Research works printed but not linked: 46

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Metadata

Authors
Menken, K.
Affiliations
Queens College, CUNY (US)
Corresponding author
Menken, Kate
ORCID
Menken, Kate
Venue
Language Teaching
Publisher
Cambridge University Press (CUP)
Published
2013-09-24
Volume
46
Issue
4
Pages
438-476
ISSN
  • 0261-4448 (ISSN-L)
  • 1475-3049
DOI
10.1017/s0261444813000281
OpenAlex
W2148473153
Cited by
108
References
190
Citations by year
2026: 2 · 2025: 9 · 2024: 7 · 2023: 3 · 2022: 7 · 2021: 13 · 2020: 13 · 2019: 10 · 2018: 11 · 2017: 10 · 2016: 9 · 2015: 10 · 2014: 4
FWCI
32.59
Type
journal article
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified)
Locations
Language Teaching (publishedVersion)
Topics
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Education › Education and experiences of immigrants and refugees
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
emergent bilingual students, secondary schools, academic language, new arrivals, deficit views, translanguaging, language services, academic performance

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