Chioma Ezeh’s Three Minute Thesis
Examining Local Language Policies and Practices for Emergent Bilinguals
Conversations around educational equity have thrived but an important component of it that is yet to gain accord in the discourse is about addressing the mismatch between school language policies and practices and the dynamics of language practices constituting today’s multilingual classroom. Many English language learners in the classrooms are still underserved due to current models of bilingual education that ignore the fluid language practices that frame their day-to-day lives. My research project explores how local language policies and practices engage and support bilinguals’ fluid language practices for bilingual and literacy development and identity construction. I seek to understand how enactment of macro language policies in the classroom might impact bilinguals’ equal access to academic content.
About Chioma
Chioma Ezeh is a doctoral candidate in the Language, Literacy, and Technology program at Washington State University – Pullman. Her research is at the intersection of second language acquisition, literacy and technology. Her research interests include pedagogies and educational technologies that address linguistic diversity in the classroom and differentiate instruction to leverage on students’ full linguistic repertoires to support their literacy and bilingual development.
Chioma’s slide
