Emergent Bilinguals Self-affecting Their Self-efficacy Through Bilingual Digital Environments
In today’s digital world, students create multimodal digital learning environments from multiple sources of information, hypertext, videos, educational software, and social media. In 1994, Griffiths et al. opined that the impact of information technology on oppressed cultures hampered their education when the technology was not available in their native language and culture. Emergent bilinguals taking online mathematics courses in US universities perceive their native language and culture are of lesser value when the technology does not support their cultural communities. Emergent bilinguals feel that educational software does not allow them to be agents of learning. However, when they see their language embedded in the software, they engage with the software significantly more (Griffiths, D., Heppell, S., Millwood, R., & Mladenova, G. Computers & Education 22:9–17, 1994). In this study, emergent bilinguals exploited the translation capabilities of an intelligent tutoring system for meaning making and to create equitable and bilingual digital educational spaces. The author examined how participants’ meaning making strategies in creating equitable bilingual digital learning environments affected their self-efficacy. Emergent bilinguals enrolled in a 16-week, precalculus course, and translated the course software to make meaning of English vocabulary and mathematical syntax. Using two self-efficacy instruments as pre- and postsurveys, the author discovered that emergent bilinguals’ self-efficacy increased.
KeywordsEmerging bilinguals Self-efficacy Digital learning environments
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