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Emergent Bilinguals Self-affecting Their Self-efficacy Through Bilingual Digital Environments

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Learning, Design, and Technology

Abstract

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.

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Author information

Authors and Affiliations

  1. Department of Mathematics, University of Texas at El Paso, El Paso, TX, USA

    Julian Viera

Authors
  1. Julian Viera
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Corresponding author

Correspondence to Julian Viera .

Editor information

Editors and Affiliations

  1. College of Info, Ste G150, Univ of North Texas, Denton, TX, USA

    Michael J Spector

  2. School of Education, Virginia Tech, Blacksburg, VA, USA

    Barbara B Lockee

  3. School of Education, Baker University, Overland Park, KS, USA

    Marcus D. Childress

Section Editor information

  1. Department of Education, University of Maryland at Baltimore County, Baltimore, Maryland, USA

    Patricia A. Young

Appendices

Appendix A

Demographic-Survey

  1. 1.

    What is your age?

    17 yrs or younger 18 yrs – 20- yrs 21 yrs – 23 yrs 24 yrs – 26 yrs over 26 yrs

  2. 2.

    What is your gender? Female Male Other

  3. 3.

    What race/ethnic group do you typically identify with?

    African-American/Black Asian American Caucasian

    Hispanic/Latino Native American Other(s)_______________

  4. 4.

    What language do you speak most often at school?

    English Spanish Both other

  5. 5.

    What language do you speak most often at home?

    English Spanish Both Other

  6. 6.

    What language do you read most often?

    English Spanish Both Other

  7. 7.

    What language do you write most often?

    English Spanish Both Other

  8. 8.

    How often do you use the internet to translate words you do not know the meaning to?

    Never Rarely Sometimes Quite Often Very Often

  9. 9.

    How many years of your education prior to college were in English?

    0 years 1-2 years  3-4 years 5 – 6 years 7 – 8 years over 8 years

  10. 10.

    How many years of your education prior to college were in Spanish?

    0 years  1-2 years  3-4 years 5 – 6 years 7 – 8 years over 8 years

  11. 11.

    How many ESOL or ESL classes did you take in elementary school?

    Never taken an ESOL or ESL class 1-2 classes 3-4 classes 5-6 classes over 6

  12. 12.

    How many ESOL or ESL classes did you take in high school?

    Never taken an ESOL or ESL class 1-2 classes 3-4 classes 5-6 classes over 6

  13. 13.

    How many ESOL or ESL classes did you take or are currently taking in college?

    Never taken an ESOL or ESL class 1-2 classes 3-4 classes 5-6 classes over 8

  14. 14.

    Have you ever taken a math class taught in Spanish only? If yes, for how many years?

    Never attended 1-2 years  3-4 years 5 – 6 years over 6 years

  15. 15.

    How often do you think in Spanish when you work on math problems?

    Never Rarely Sometimes Quite Often Very Often

  16. 16.

    How often do you think in English when you work on math problems?

    Never Rarely Sometimes Quite Often Very Often

  17. 17.

    How often do you think in both English and Spanish when you work on math problems?

    Never Rarely Sometimes Quite Often Very Often

  18. 18.

    Do you think your language skills in Spanish will be important to your career after college?

    Extremely Important Very Important Neither Important nor Unimportant

    Very Unimportant Not at all important

  19. 19.

    Do you think your language skills in English will be important to your career after college?

    Extremely Important Very Important Neither Important nor Unimportant

    Very Unimportant Not at all important

  20. 20.

    How often do your translate math homework in your mind in order to understand the assignment?

    Never Rarely Sometimes Quite Often Very Often

Appendix B

Mathematical Self-efficacy Scale: MSES

Mathematics Self-efficacy Survey

Mathematics Self-efficacy Survey (Betz & Hackett, 1983) range from 0 to 9.

0-No Confidence at all Very little Confidence Some Confidence

Much Confidence 9-Complete Confidence

Part I: Everyday Math Tasks

How much confidence do you have that you could successfully?

  1. 1.

    Add two large numbers (e.g., 5379 + 62543 in your head

  2. 2.

    Determine the amount of sales tax on a clothing purchase

  3. 3.

    Figure out how much material to buy in order make curtains

  4. 4.

    Determine how much interest you will end up paying on a $675 loan over 2 years at 14 3/4% interests

  5. 5.

    Multiply and divide using a calculator

  6. 6.

    Compute your car’s gas mileage

  7. 7.

    Calculate recipe quantities for a dinner for 3 when the original recipe is for 12 people

  8. 8.

    Balance your checkbook without a mistake

  9. 9.

    Understand how much interest you will earn on your savings account in 6 months, and how that interest is computed

  10. 10.

    Figure out how long it will take to travel from Columbus to Chicago driving at 55 mph

  11. 11.

    Set up a monthly budget for yourself taking into account how much money you earn, bills to pay, personal expenses, etc.

  12. 12.

    Compute your income taxes for the year

  13. 13.

    Understand a graph accompanying an article on business profits

  14. 14.

    Figure out how much you would save if there is a 15% mar-down on an item you wish to buy

  15. 15.

    Estimate your grocery bill in your head as you pick up items

Appendix C

Mathematics and Technology Attitude Scale

Mathematics and Technology Attitudes Scale

Developed by Robyn Pierce, Kay Stacey, and Anastasios Barkatsas

Directions: This is a survey regarding your opinions about mathematics and technology. If at any time you do not feel comfortable answering any of the questions, you do not have to. This survey is completely voluntary and anonymous. This survey is printed on the front and back.

Please check the box that best matches your opinion on the statements be.

Hardly ever Occasionally About half the time Usually Nearly always

  1. 1.

    I concentrate hard in mathematics.

  2. 2.

    I try to answer questions the teacher asks.

  3. 3.

    If I make mistakes, I work until I have corrected them.

  4. 4.

    If I can’t do a problem, I keep trying different ideas.

Strongly disagree Disagree Not sure Agree Strongly agree

  1. 5.

    I am good at using computers, tablets and/or smart phones.

  2. 6.

    I am good at using things such as Facebook, Twitter, Wikipedia, YouTube and/or other types of social media.

  3. 7.

    I can fix a lot of computer problems.

  4. 8.

    I can master any computer program needed for school.

  5. 9.

    I have a mathematical mind.

  6. 10.

    I can get good results in mathematics.

  7. 11.

    I know I can handle difficulties in mathematics.

  8. 12.

    I am confident with mathematics.

  9. 13.

    I am interested to learn new things in mathematics.

  10. 14.

    In mathematics you get rewards for your effort.

  11. 15.

    Learning mathematics is enjoyable.

  12. 16.

    I get a sense of satisfaction when I solve mathematics problems.

  13. 17.

    I like using multimedia technology for mathematics.

  14. 18.

    Using multimedia technology in mathematics is worth the extra effort.

  15. 19.

    Mathematics is more interesting when using multimedia technology.

  16. 20.

    Multimedia technology helps me learn mathematics.

Appendix D

Sample Transcriptions of Face-to-Face Interviews: Gracia

  • Me: Ok, no más quería preguntarte unas preguntas de que hico usted en este curso. En unos de los coreos pusiste que “es importante aprender en inglés.”

  • G: Mm Hmm

  • Me: En este curso, porque en matemáticas era importante para ti aprender en inglés?

  • G: Porque en matemáticas?

  • Me: Si

  • G: Pues porque…pues es un…en inglés el matemática las vamos aprender porque es un idioma que tenemos que hablar, o sea, vas aprender…venimos a los estados unidos tenemos que aprender la idioma ingles. Entonces obviamente pues tenemos que aprender matemáticas también igual en el mismo lenguaje.

  • Me: Piensas que vas a tener una carrera aquí en los estados unidos o en México?

  • G: aquí

  • Me: Si?

  • G: Mm Hmm

  • Me: Quien te dijo o como aprendes que necesitas aprender inglés para su carrera?

  • G: Pos porque, pos aquí, aquí es donde quiero a ser toda me carrera, no. Entonces el idioma que se habla pos es en inglés. Y lo necesito (clears throat). Como yo no me sé todo el inglés. Yo estudie nada más une año en Neuvo, un año y medio en Nuevo México y aprendí poquito. Entonces, yo iba estudiar en la, en la UACJ, Universidad Autónoma de Ciudad Juarez. Pero, pues no, se a yo entendí que tenía que yo, que yo tenía venir, venirme paraca, porque acá nací, y acá…o se a, si yo quiero una carrera, yo pienso…yo piense siempre así porque así sería mejor aser una carrera.

  • Me: Mm hmm, OK

  • G: Entonces, me devolví de a ha, pues me perdí de hecho un beca que yo tenia a ha. Me han dado una beca en la UACJ, entonces me ofrecieron trabajo acá, yo dejo no dije prefiero dejar un ano la escuela, no entro a la UACJ, me vine paraca para, para el, para El Paso, y luego, aquí empecé trabajar un ano. Ya empecé a trabajar un ano y tuve me direcciónito aquí. Y fue cuando metí beca para meterme aca en UTEP.

  • Me: Ok. Cuando no entendiste…aver, deje me ver que me dijiste. Usaste un diccionario cuando no entiendes una palabra

  • G: A ha

  • Me: Has usado un “Dictionary online”, como Google translate o…

  • G: Google translate a veces

  • Me: a veces si lo haces?

  • G: A ha.

  • Me: Y también dijiste que, “Por lo regular si no entiendo algo repaso el procedimiento muchas veces. Si ya de plano no entiendo busco en internet.” El procedimiento es el “Explain button” en ALEKS?

  • G: A ha. Lo que me explica.

  • Me: Mm Hm

  • G: Y luego por ejemplo leo una explicación, y luego no lo entiendo. Y pues me voy a la otra, ya ve que siempre parece para que tener otra.

  • Me: Mm Hmm, Mm Hmm.

  • G: Y la vuelvo hacer. Y luego, todo lo copiaba en un cuaderno, o sea me ponía apuntar para ya si no lo entendía lo volvía a poner, y luego, ya al último cuando tenía varias así explicaciones, este ya me ponía otra y ya solo resolvía con esas que ya a tenia apuntada.

  • Me: Ah, Ok. Y lo combais a ALEKS a ingles, patras a ingles para ver como

  • G: No, no

  • Me: como se ace…

  • G: Agá de cuenta de que, al mero principio que que puso ALEKS intente contestar unas cosas en ingles, entonces, me, me…o sea no le entendía mucho y eran de usar Google Transate o usaba un diccionario para ver verdad. Pero pos también hay veces que, que perdia tiempo en aser eso. Porque pos come no se mucho ingles y luego ya ve que son ocho oras y una vez no alcanzaba completar por el trabajo y todo eso. Entonces decía no pues mejor lo pongo en español, porque voy estar batallando mucho en estar, pos si en estar traduciendo y todo. Y si pos, por eso fue el motivo que lo combie mejor a español. Y ya asi me, me aquede.

  • Me: Ok, entonces cuando lo ases en español, como como sientes que vas a usar en calculo uno? O necesitas calculo uno?

  • G: no tengo ideo, pero yo…no se? Toda vía no me, no me dijeron si necesito calculo uno.

  • Me: estas tomando clases en…que va seguir después de precalculo?

  • Grisel shakes her head and shrugs her shoulders.

  • Me: A no sabes.

  • G: no se

  • Me: Estas tomando clases en ingles a horita?

  • G: Si, pos todas las de ESOL. Todas esas las estoy tomando. Ahorita ya, vamos agarrar la…ya tengo que garrar la ultima, una esta semestre, pero como estoy debajo del colegio de Liberal Arts, tengo que agarrar otra en que es la 2311 creo. Y luego sea la otra semestre toda via voy a tener otra.

  • Me: Oh. Y tienes clases de science?

  • G: No

  • Me: No? Ok. Tienes difícil, en esas clases come te va? Estas viendo bien?

  • G: Si pero es que esas clases, son..solo tuve una clase, las únicas clases en ingles que tuve son las, dos de ESOL, entonces si nos nosotros no entendemos algo nuestra maestra nos explica en español.

  • G: Entonces, Ya en mi próximo semestre si van a ser clases mas difíciles porque por ejemplo tengo Criminología, y luego tengo, voy a tener biología. Y esas clases ya, ya me, la advisor me dijo, dijo ya para estas clases ya dijo ya nada va a ser fácil. Dijo porque ya son todas en ingles.

  • Me: Si

  • G: Dijo, ya lo que tu no entiendes ya vas a tener que búscalo lo que es todas porque ya no van hacer como las otras.

  • Me: Si si así es. Y los videos, No buscaste videos en en online?

  • G: Yo si, pero en español.

  • Me: Si en español. Quando los buscas en español, as notado que hay videos que son de, pos es como si yo puse un video

  • G: A ha, es gente normal que no mas como te esta explicando ahí.

  • Me: Si, pero que no saben español muy bien, a la mejor no bien, pero…es que note un video que decía SOH CAH TOA. Sabes que es SOH CAH TOA?

  • G: No

Appendix E

Sample of Email Questions

First set of email questions:

Did you go to a private school in Mexico?

Did you take a bilingual Algebra class?

When you do not understand a word in English, how do you find the meaning of the word online?

Is it important for you to learn math in English? Please explain in detail.

If you took another online course would change it to Spanish if you could?

Asunto: Por favor responder lo más posible.

  1. 1.

    ¿Fuiste a una escuela privada en México?

  2. 2.

    ¿Hiciste una clase bilingüe de álgebra?

  3. 3.

    Cuando no entiendes una palabra en inglés, ¿cómo encontras el significado de la palabra en línea?

  4. 4.

    ¿Es importante aprender matemáticas en inglés? Por favor explique en detalle.

  5. 5.

    Si usted toma otra curso en línea ¿cambiarlo a Español Si pudieras?

Second set of email questions:

Do you use a dictionary, book, or a Dictionary online? Do you feel that using a dictionary helps you learn math better? Can you explain how using Dictionary.com helps you learn math better or faster. What is most important for you, learn math in English or learn math in any language?

¿Usas un diccionario, libro, o un diccionario en línea? ¿Sientes que utilizando un diccionario te ayuda aprender matemática mejor? Puede explicar cómo usando Dictionary.com te ayuda aprender matemáticas mejor o más rápido.

¿Qué es más importante para ti, aprender matemática en inglés o aprender matemática en cualquier idioma?

Third set of email questions:

Do you use Google Translate? Can you explain how you feel about learning math in English and how you feel when you translate a word into Spanish to help you with math?

¿Utilizas Google Translate?

¿Puede explicar cómo se siente sobre el aprendizaje de las matemáticas en inglés? ¿Y cómo se siente al traducir una palabra en español para ayudarle con las matemáticas?

Appendix F

Example of Participant’s Course Forum Posts for Fall 2014

 

Forum

questions

How do you feel about your initial assessment? ¿Qué piensas acerca de su evaluación inicial.

Describe your experience with the ALEKS program this week. Describa su experiencia con el programa ALEKS esta semana.

Did you change the midterm to Spanish

Fall 2014

Anna

La evaluación inicial fue un reto porqe como estudiante de nuevo ingreso el curso online es algo confuso, me hizo darme cuenta de lo importante que es el manejo del tiempo. También me hizo recordad algunas cosas que había olvidado. The initial assessment was challenging because as a freshman the online course is a little confusing, and made me realize how important is the time management. Also it made me remember some things that I had forgotten.

This week was hard because I had very much topics to review and make my objective smaller, the hours was not a problem because I over worked in hours this week.Esta semana fue algo dura ya que tenía muchos temas que revisar para ir al corriente con mi objetivo, las horas no fueron un problema ya que acabé con ellas exitosamente y hasta hice más.

I did not change the midterm to Spanish. Besides I do not know how to do it, I prefer to take the course all in English, in that way I can learn about specific words in English and be prepared

Angelica

I already knew the majority of the topics, but I have forgotten some details that made me have wrong answers. I have been getting used to the program and it has helped me remember.

This week has been a little troubling. I need more time to complete each of the topics, and I cannot fulfil my personal goal of topics per day because of that. But I will do extra effort to cover that

 

Marco

It was helpful but so confusing at the same time. I recommend to make a tutorial of how to use it.

This week is very hard for me because the subjects are getting more harder and harder and it take more time that I usually do. I already advance a lot a think I will be ready to do the midterm earlier

Was in Spanish already

 

Oscar

The initial assessment made me realize I forgot a lot of simple and necessary concepts of math

Aleks program this week has been harder, I need to spend more time and dedicate more in the topics; it’s getting harder. I advance quite a lot this weekend but I think I need to dedicate more because I’m missing a lot of topics for midterm

(PT-PARTIALLY TRANSLATED) I changed midterm to Spanish because one of the topics I learned it in Spanish but I was getting confused when translating it to English.

Appendix G

Example of Course Forum Posts Analysis

  

did you change the midterm to Spanish

Open coding

Codes and themes

Tensions

Fall 2014

Anna

I did not change the midterm to Spanish. Besides I do not know how to do it, I prefer to take the course all in English, in that way I can learn about specific words in English and be prepared

Did not change ALEKS

 

Importance of learning English

Marco

Was in Spanish already

 

Translated ALEKS for meaning making.

Lack of Spanish academic language skills

Oscar

(PT-PARTIALLY TRANSLATED) I changed midterm to Spanish because one of the topics I learned it in Spanish, but I was getting confused when translating it to English.

Translated midterm. Changed only for one or two problems.

Meaning making of mathematical terms. Making cognitive connections in both languages

Lack of Spanish academic language skills

Appendix H

Example of Daily Logs

 

Time logged in

Translate ALEKS to Spanish

Did you use an Internet Translator (take a screenshot)

Click on Explain button in ALEKS

Did you take an assessment?

Time logged out

Did you work with a tutor?

Did you google the practice problem? (take a screen shot)

8/31/2015-example

 

Yes/no

y/n (# of times)

y/n (# of times)

y/n

 

y/n (# of hours)

y/n (# of times)

Participant 1

        

11/16/15

        

11/17/15

        

11/18/15

7:30 PM

Yes

No

Yes

No

21:55

Yes 2 hours

No

11/19/15

        

Participant 2

        

11/16/15

8:00

No

No

y 6 times

No

10:00 AM

No

No

11/17/15

8:00

No

No

y 3 times

No

8:45

No

No

11/18/15

6:00

No

No

y 13 times

No

10:00 PM

No

Yes

11/19/15

8:00

No

No

y 2o times

No

21:30

No

No

11/20/15

0:00

       

11/21/15

0:00

       

11/22/15

7:04

No

No

Yes 20 times

No

8:56

No

No

11/23/15

9:27

No

No

Yes 15 times

No

10:47

No

No

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Viera, J. (2018). Emergent Bilinguals Self-affecting Their Self-efficacy Through Bilingual Digital Environments. In: Spector, M., Lockee, B., Childress, M. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_145-1

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