Sabrina Sembiante

Sabrina Sembiante
Florida Atlantic University | FAU · Department of Curriculum, Culture, and Educational Inquiry

Ph.D. in Education; Language and Literacy Learning in Multilingual Settings

About

35
Publications
23,258
Reads
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358
Citations
Additional affiliations
August 2013 - August 2014
The Ohio State University
Position
  • PostDoc Position
August 2013 - present
Florida Atlantic University
Position
  • Professor (Associate)
January 2009 - December 2013
University of Miami
Position
  • Research Assistant

Publications

Publications (35)
Article
Full-text available
A review of the literature was conducted to synthesize the outcomes and programmatic elements of effective experiential learning projects in U.S. teacher preparation programs. An analysis of the literature revealed that effective experiential learning for PSTs is developed using a comprehensive theoretical framework and enables PSTs to connect with...
Article
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Historically, academic language (AL) has been a highly contentious and debated construct, criticized because of its framing as a set of objective linguistic forms requisite in academic settings, as being more specialized and complex than non-academic registers, and prioritizing White linguistic practices. Educators in support of AL instruction view...
Article
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This article explores experiences, reflections, and perspectives of actual or perceived linguistic discrimination as experienced by four Latina/o and one White foreign-born professors currently working in research universities across the United States. Building on the literature on linguistic discrimination and the theoretical framing of LangCrit,...
Article
Few studies in language teacher education programs provide insight on how knowledge of Systemic Functional Linguistics (SFL) is developed by teacher candidates to support their metalinguistic awareness and preparation to teach language. Building upon the contributions of Johnson and Byrnes, we combined Halliday’s language-based theory of learning w...
Chapter
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In response to the multilingual turn, the field of TESOL has not yet propelled itself away from monolingual orientations despite fleeting attention to the concepts of plurilingualism and translingual pedagogy. In this chapter, we argue in favor of the merits of translanguaging for the field of TESOL, both as distinct from other popular language ori...
Article
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This paper confronts epistemological myopia to decolonize academic knowledge by exposing scholars’ loci of enunciation to localize knowledge that are often taken as universal. In doing so, we reflect about the process of internationalization of higher education (IHE), from two different loci of enunciation--one in the Global South (UFES) and anothe...
Article
This case study explores how an emergent bilingual preschooler used transmodal practices to engage with objects and compose narratives in sociodramatic play. Video recordings and field notes were collected in a dual language preschool classroom in the United States to examine the actional, verbal, and visual modes used by the focal child during his...
Article
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This paper explores how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, facilitates emergent bilingual (EB) students’ engagement in explicit, equitable literacy practices within the unique context of a middle school intensive reading classroom. This design-based research (DBR) study documents t...
Article
In this study, we use a transmodal lens to investigate how emergent bilingual (EB) preschoolers employ diverse bodies of knowledge, modalities, and languaging practices to engage in show-and-tell presentations. We also investigate the role of translanguaging in support of children’s communication and interaction in this activity. Video data of show...
Article
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Utilizing multimodal discourse perspectives, this study explored the multimodal resources that preschool children employed to convey their meaning making with peers and teachers in show-and-tell activity.
Article
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Utilizing multimodal discourse perspectives, this study explored the multimodal resources that preschool children employed to convey their meaning making with peers and teachers in show-and-tell activity.
Article
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Emphasis in school dropout literature has shifted from exploring wide‐ranging causes of dropping out to soliciting a smaller number of predictive indicators to identify students at increased risk for dropping out. However, much of the past decade's Early Warning research excludes indicators that do not add to the predictive nature of the model even...
Article
Full-text available
This guide accompanies the following article: McMahon, B. M. & Sembiante, S. F. (2019) Context and Implications Document for: Re‐envisioning the purpose of early warning systems: Shifting the mindset from student identification to meaningful prediction and intervention, Review of Education, https://doi.org/10.1002/rev3.3183.
Article
This article contributes to broader discussions of the knowledge base for language teacher education; the standards and policies that inform world language teacher education; and the need for a systematic, principled, and robust theory of language to underpin contexualized world language teaching and learning. Specifically, it proposes that the fou...
Article
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One way for teachers to use engaging and relevant social studies curriculum is by delving into local history to help students understand the influence that community activists have had on national policies and events. In this article, we provide teachers an approach to incorporate topics of racial inequity in their classrooms by showcasing a dynami...
Article
Full-text available
A comparative lexicogrammatical and logicosemantic systemic functional analysis of two third-grade science curricular units on the topic of “matter” written in Spanish is presented. One of these curricular units, translated from an English textbook, or “mirror text,” is used in dual language programs (Spanish-English) in the United States; the othe...
Article
Full-text available
In this case study, situated in a preschool classroom within an early childhood Spanish/English dual language programme, we examine how an emergent bilingual child engages with multimodal resources to participate in sociodramatic play discourses. Guided by sociocultural and critical discourse perspectives on multimodality, we analysed ways in which...
Article
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The purpose of this study was to explore the factors affecting Hispanic kindergarten children’s English oral language development, using hierarchical linear modeling. Data from this study were derived from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which included 1940 Hispanic children across 460 schools. The re...
Article
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Research Findings: This study examined preschool teachers’ literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers’ LT and IT in these 2 classroom contexts and determine whether differences in LT...
Article
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This article investigates how immigrant children’s acculturation experiences are characterized through the symbolic literary feature of name in children’s literature and how the language of the text functions to communicate these messages. We draw on the theoretical frameworks of Critical Literacy (CL) and Systemic Functional Linguistics (SFL) to i...
Article
Full-text available
New challenges in education, stemming from the forces of globalization and the continued diversification of the student body, illuminate the need for a reexamination of the role of language in curriculum studies. Through a discussion of the issues around multilingualism and translanguaging and the shift in perspective that these topics have provoke...
Article
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In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting’s language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the tensions b...
Article
Full-text available
The study was situated in two multi-age, pre-kindergarten classrooms within a Spanish-English dual-language preschool program in a linguistically diverse, large urban center in the southeastern United States. Emergent bilingual preschoolers' early experiences with academic language in English and Spanish are explored through children's use of parti...
Article
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This study explores the effects of counting objects and reciting numbers in preschool on 1st-grade math performance. Data on 3,125 low-income preschoolers’ (4- to 5-year-olds) counting abilities (orally reciting numerals in chronological order and counting blocks) were collected during a fall session (between September 15 and December 15) and were...
Book
Full-text available
StreetWays: Chronicling the Homeless in Miami is a collection of interviews with 28 homeless individuals living in downtown Miami and Miami Beach. Besides extensive photographs of these people and their lives on the street, the book also includes interviews with social service providers, as well as a detailed analysis of homelessness in the United...
Article
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This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 198525. Krashen , S. 1985. The input hypothesis: Issues and implications, Beverly Hills, CA: Laredo. View all references) and...
Article
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This article describes the use of Photography and Oral History research methods as part of a collaborative research project on homelessness in Miami. Issues involving the use of documentary photography and oral history as a means of creating greater social awareness in the general public are explored, as well as broader issues of Social Justice.
Article
Full-text available
Despite the wealth of studies on smaller learning communities (SLCs), student voices are missing from the debate on high school reform. This article examines how students experience SLCs. A participatory research method, data-in-a-day was used to provide a systematic and inclusive method for gathering data on student perceptions. Data-in-a-day is a...

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Projects

Projects (2)
Project
The purpose of this special issue is to contextualize Hallidayan systemic functional linguistic (SFL) praxis both retrospectively and prospectively as a flexible and responsive theory of language for teacher education across content areas, levels of instruction, and instructional contexts.
Project
Articulate and investigate applications of SFL and genre theory in instructional design assessment, and student performance in world language teaching and learning.