Third Culture and Cross-Cultural Kids: Supporting Bi/Multilingual Students with Many Cultural Identities and Experiences

References

• Abugasea Heidt, M. 2020. Translanguaging and multicompetence: Valuing the natural practices of bilingual and biliterate language users. The Language Educator, Fall 44–7.
   Google Scholar
• Abugasea Heidt, M., and N. Svrcek. under review. Reframing education for bi/multilinguals: Honoring students’ linguistic, literacy, and cultural assets.
   Google Scholar
• Ahmed, S. K. 2018. Being the change: Lessons and strategies to teach social comprehension. Portsmouth, NH: Heinemann.
   Google Scholar
• Barac, R., E. Bialystok, D. C. Castro, and M. Sanchez. 2014. The Cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly 29 (4):699–714. doi: 10.1016/j.ecresq.2014.02.003.
   PubMed Web of Science ®Google Scholar
• Bialystok, E. 2017. The bilingual adaptation: How minds accommodate experience. Psychological Bulletin 143 (3):233–62. doi: 10.1037/bul0000099.
   PubMed Web of Science ®Google Scholar
• Bialystok, E. 2018. Bilingual education for young children: Review of the effects and consequences. International Journal of Bilingual Education and Bilingualism 21 (6):666–79. doi: 10.1080/13670050.2016.1203859.
   PubMed Web of Science ®Google Scholar
• Christensen, L. 2017. Reading, writing, and rising up (2nd ed.). Washington State: Rethinking Schools.
   Google Scholar
• Cook, V. J. 1999. Going beyond the native speaker in language teaching. TESOL Quarterly 33 (2):185–209.
   Web of Science ®Google Scholar
• Crossman, T. 2016. Misunderstood: The impact of growing up overseas in the 21st century. UK: Smashwords Edition.
   Google Scholar
• Dopp, J., and T. Block. 2004. High school peer mentoring that works! TEACHING Exceptional Children 37 (1):56–62. doi: 10.1177/004005990403700107.
   Google Scholar
• Foronda, C. 2020. A theory of cultural humility. Journal of Transcultural Nursing: Official Journal of the Transcultural Nursing Society 31 (1):7–12. doi: 10.1177/1043659619875184.
   PubMed Web of Science ®Google Scholar
• Fox, R., O. Corretjer, K. Webb, and J. Tian. 2019. Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2005–2011. Foreign Language Annals 52 (3):470–90. doi: 10.1111/flan.12418.
   Web of Science ®Google Scholar
• Fox, R., O. Corretjer, and K. Webb. 2019. Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019. Foreign Language Annals 52 (4):699–726. doi: 10.1111/flan.12424.
   Web of Science ®Google Scholar
• Friesen, D. C., V. Latman, A. Calvo, and E. Bialystok. 2015. Attention during visual search: The benefit of bilingualism. International Journal of Bilingualism 19 (6):693–702. doi: 10.1177/1367006914534331.
   PubMed Web of Science ®Google Scholar
• García, O. 2020. Translanguaging and Latinx bilingual readers. The Reading Teacher 73 (5):557–62. doi: 10.1002/trtr.1883.
   Web of Science ®Google Scholar
• Gewertz, C. 2018. Peers help 9th graders survive critical year: Mentoring program reduces freshmen-year attrition at a California school. Education Week 37 (11):10–1.
   Google Scholar
• Hinds, J. D. 2016. The buddy system: Everyone gains when kids of all ages read together. School Library Journal 62 (4):22–6.
   Google Scholar
• Hirai, D. L., Cook, Borrego, I. Garza, E, and Kloock, C. 2010. Academic language/literacy strategies for adolescents: A “how to” manual for educators. New York: Taylor & Francis.
   Google Scholar
• Hsin, L., and C. Snow. 2017. Social perspective taking: A benefit of bilingualism in academic writing. Reading and Writing 30 (6):1193–214. doi: 10.1007/s11145-016-9718-9.
   Web of Science ®Google Scholar
• Karcher, M. J. 2008. The cross-age mentoring program: A developmental intervention for promoting students’ connectedness across grade levels. Professional School Counseling 12 (2):137–43. doi: 10.5330/PSC.n.2010-12.137.
   Google Scholar
• Moll, L. C., C. Amanti, D. Neff, and N. González. 1992. Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice 31 (2):132–41. doi: 10.1080/00405849209543534.
   Google Scholar
• Norton, B. 2013. Identity and language learning: Extending the conversation (2nd ed.). Buffalo, NY: Multilingual Matters.
   Google Scholar
• Pollock, D. C., R. E. Van Reken, and M. V. Pollock. 2009. Third culture kids: Growing up among worlds (Rev. ed.). Boston: Nicholas Brealey Publisher.
   Google Scholar
• Orellana, M. F., B. Thorne, A. Chee, and W. S. E. Lam. 2001. Transnational childhoods: The participation of children in processes of family migration. Social Problems 48 (4):572–91. doi: 10.1525/sp.2001.48.4.572.
   Web of Science ®Google Scholar
• Quince, A. 2006. Pupil2Pupil peer mentoring. Education Review 19 (2):85–9.
   Google Scholar
• Roach, G. 2014. A helping hand? A study into an England-wide peer mentoring program to address bullying behavior. Mentoring & Tutoring: Partnership in Learning 22 (3):210–23. doi: 10.1080/13611267.2014.926663.
   Google Scholar
• Rogers-Zegarra, N. 2021. More powerful together: Strengthening family and school literacy partnerships. Literacy Today 38 (6):16–7.
   Google Scholar
• Sheldon, S. B., and J. L. Epstein. 2005. Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research 98 (4):196–207. doi: 10.3200/JOER.98.4.196-207.
   Web of Science ®Google Scholar
• Szilágyi, J., D. Giambo, and T. Szecsi. 2013. What if I don’t speak it? Classroom Strategies to Nurture Students’ Heritage Languages., Childhood Education 89 (2):117–21. doi: 10.1080/00094056.2013.774248.
   Google Scholar
• Van Reken, R. E. 2011. Cross-cultural kids: The new prototype. In Writing out of limbo: International childhoods, global nomads and third culture kids, ed. G. H. Bell-Villada, N. Sichel, F. Eidse, & E. N. Orr, 19–44. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
   Google Scholar