Centering Identities & Supporting Newcomer Ukrainian Multilingual Learners
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Summary
Since Russia invaded Ukraine, over 16000 Ukrainians came to Washington (Wilkinson, 2023). In this article, I first present a brief narrative of one 11th grade newcomer multilingual learner’s schooling experience. I then showcase a few teaching and learning moments. Afterwards, the article will analyze the experience using identities, translanguaging and transcollaboration, and social emotional lenses. It will end with some recommendations to help all teachers to center students’ multifaceted identities and support multilingual learners.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Fenglan Yi-Cline, Kent School District
Dr. Fenglan Nancy Yi-Cline serves as a Multilingual Learner Specialist in Kent School District, while working as a Teaching Associate at the University of Washington and an English Language Specialist with the Department of State. She holds a doctorate degree in Language, Literacy, and Culture from UW. Fenglan has over 20 years of experience in important roles: university instructor and instructional coach in teacher education and ELL endorsement programs, district teacher mentor in teaching and learning, district multilingual education program specialist, building curricular leader for multilingual learners, and classroom teacher. Her vast experiences not only span multilingual education at the university, district, and classroom levels in the US, but also EFL at the secondary and university levels in China; they give her unique insights in the field of TESOL. Fenglan believes in meaningful, engaging, and culturally sustaining pedagogy, seeks effective humanizing strategies, and advocates for equitable schooling for all students.
You may contact her at nyicline@gmail.com or nanmike78@yahoo.com.
