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Bilingual, Multilingual, and Multicultural Education Commons

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Managing Classroom Culture: Classroom Demographic Shift Affects Teacher Preparedness, Julie Panebianco 2014 Purdue University

Managing Classroom Culture: Classroom Demographic Shift Affects Teacher Preparedness, Julie Panebianco

Purdue Journal of Service-Learning and International Engagement

No abstract provided.


Back To The Basics: Supplying Basic Necessities For Three Honduran Rural Schools, Laura Capps 2014 Purdue University

Back To The Basics: Supplying Basic Necessities For Three Honduran Rural Schools, Laura Capps

Purdue Journal of Service-Learning and International Engagement

No abstract provided.


A Comparison Of Teaching Methods In Taiwan For Young Learners Of English, Marilyn E. Hodgin 2014 Cedarville University

A Comparison Of Teaching Methods In Taiwan For Young Learners Of English, Marilyn E. Hodgin

Master of Education Theses

The purpose of this research is to investigate what instructional methods are effectively being used in Taiwanese primary school classrooms to increase the abilities of students’ speaking and listening of English. The data for this qualitative study was collected from three sources. One was from a short survey of eight local teachers in the sample population. Another was from individual interviews with each of those instructors. The third was personal observations from the English classrooms while teaching in Taiwan. Most of the teachers were from the public schools, but two were private English instructors. Three themes emerged from the coding ...


Public Education And Teacher Understanding Of Dakota And Lakota Culture, Kiley Theede, Maggie Looft 2014 Minnesota State University, Mankato

Public Education And Teacher Understanding Of Dakota And Lakota Culture, Kiley Theede, Maggie Looft

Journal of Undergraduate Research at Minnesota State University, Mankato

This project was designed to collect and to share information in order to better prepare teachers of Native students. This study involved five in-depth, in-person interviews with Dakota and Lakota elders between 40 and 70 years old. Elders provided reflections on experiences of past generations, on their own educational experiences, on the preferred learning methods of Native students, and on their visions for teachers‟ practices and influences on Native children. Through grounded theory, data analysis was conducted to identify themes. Stories and comments from elders were organized around those themes. Future studies might include use of the videotaped interviews in ...


Change In Cultural Competency Among Students During An Intentional Human Relations, Camille McNabb, Samantha Tupy 2014 Minnesota State University, Mankato

Change In Cultural Competency Among Students During An Intentional Human Relations, Camille Mcnabb, Samantha Tupy

Journal of Undergraduate Research at Minnesota State University, Mankato

This study measured changes in the intercultural competency of undergraduate students in a course, Human Relations in a Multicultural Society. The hypothesis for this study was that the intentional, cross-cultural experiences in the course will have an impact on the cultural competency of each student. This course is taught each semester at a Midwestern public university. The study included 70 undergraduate students between 18 and 35 years old who voluntarily enrolled in the course and represented students in academic majors such elementary education, sports management, social work, mass communications, journalism, and pre- professional studies (e.g., mortuary science, veterinary medicine ...


Second-Language English Fluency Change In Native-Speaker Context, John Zehnder 2014 Minnesota State University, Mankato

Second-Language English Fluency Change In Native-Speaker Context, John Zehnder

Journal of Undergraduate Research at Minnesota State University, Mankato

This study examines the influence of social context on oral proficiency change among English language learners on the campus of an American university. Speech samples were taken from 2 rounds of interviews with 9 East Asian women. These were analyzed using the phonetic analysis program Praat in order to determine each speaker’s rate of stressed syllables at the beginning and end of the study. The change in these rates was used as a proxy for fluency change. This was then compared with each speaker’s social context. The results suggested that English language learners improve their fluency when they ...


Notes On Contributors, 2014 Fordham University

Notes On Contributors

Journal of Multilingual Education Research

No abstract provided.


Hope In Immigrant Youth, Mayra Zarnowsky 2014 Fordham University

Hope In Immigrant Youth, Mayra Zarnowsky

Journal of Multilingual Education Research

No abstract provided.


Finding Their Way In A New Land, Herlinda Cancino 2014 Fordham University

Finding Their Way In A New Land, Herlinda Cancino

Journal of Multilingual Education Research

No abstract provided.


Immigrant Students In High Schools, Patricia Velasco 2014 Fordham University

Immigrant Students In High Schools, Patricia Velasco

Journal of Multilingual Education Research

No abstract provided.


Teaching Language And Culture: The Importance Of Prior Knowledge When Reading Chinese As A Second Language, Yi-Fang Yeh 2014 Fordham University

Teaching Language And Culture: The Importance Of Prior Knowledge When Reading Chinese As A Second Language, Yi-Fang Yeh

Journal of Multilingual Education Research

In this article, the author explores the idea that reading proficiency in a second language involves comprehending the second culture and using it to interpret the world view of the second language. Using cognitive theory, the author examined the relevance of prior knowledge of Chinese language and idioms to understanding text written in Chinese. The nature of Chinese as a second language (CSL) students’ and Chinese as a foreign language students’(CFL) surface and deep knowledge of Chinese idioms as reflected in their responses to journal questions were examined. The author also looked at how the levels of students’ prior ...


Empowering Teachers To Promote Oral Language In Culturally Diverse Classrooms In Ireland, Áine Cregan 2014 Fordham University

Empowering Teachers To Promote Oral Language In Culturally Diverse Classrooms In Ireland, Áine Cregan

Journal of Multilingual Education Research

The importance of oral language development among elementary school students is widely acknowledged, both in the research and in policy documents worldwide. Facility with one particular style of language, decontextualized language, is critical for success in the school context. This style of language is not readily accessible to all students. This study reviews literature findings which indicate that teacher knowledge is imperative for successful teaching of English and reports on an intervention case study in three schools in Ireland in designated disadvantaged contexts. The case study examined the impact of enhanced teacher knowledge on the oral language skills of students ...


Understanding The Language Choices Of Novice Bilingual Teachers During Sheltered English Instruction, Nancy Dubetz 2014 Fordham University

Understanding The Language Choices Of Novice Bilingual Teachers During Sheltered English Instruction, Nancy Dubetz

Journal of Multilingual Education Research

The theories of practice of four novice bilingual teachers regarding their language choices during sheltered English instruction are presented. The investigation followed participants through their preservice program in an urban public university and their first year of teaching in bilingual classrooms. Findings from this study illustrate how theories of practice regarding the use of the native (Spanish) and second (English) languages during sheltered instruction vary among novices and how they change at different points in their individual journeys to becoming bilingual teachers. The novice bilingual teachers in this study used both languages during their sheltered English instruction in different ways ...


Integrating Content And Academic Language Using Balanced Literacy Structures: A Framework For Instruction Of Emergent Bilinguals, Patricia Velasco 2014 Fordham University

Integrating Content And Academic Language Using Balanced Literacy Structures: A Framework For Instruction Of Emergent Bilinguals, Patricia Velasco

Journal of Multilingual Education Research

Teachers working with emergent bilinguals1 face difficult dilemmas. Students who do not receive rigorous content instruction fail to acquire academic language. However, if students do not understand the content or cannot participate in content lessons, they cannot be expected to learn the academic information and the language associated with it. Confronting this challenge requires a sound knowledge of the multiple factors that play a role in developing academic language and its dependency on content area texts. Most importantly, this understanding has to be accompanied by instructional strategies that allow students to gain steady control over academic discourse. In this article ...


Editorial: Bilingual Educators As Professionals: The Need For Standards, Aida A. Nevárez-La Torre 2014 Fordham University

Editorial: Bilingual Educators As Professionals: The Need For Standards, Aida A. Nevárez-La Torre

Journal of Multilingual Education Research

No abstract provided.


Front Matter, 2014 Fordham University

Front Matter

Journal of Multilingual Education Research

No abstract provided.


Notes On Contributors To This Issue, 2014 Fordham University

Notes On Contributors To This Issue

Journal of Multilingual Education Research

No abstract provided.


Multicultural School Psychology: A Kaleidoscopic View, Melissa Laracuenta, Maria Acevedo 2014 Fordham University

Multicultural School Psychology: A Kaleidoscopic View, Melissa Laracuenta, Maria Acevedo

Journal of Multilingual Education Research

No abstract provided.


Gaining Appreciation And Understanding For Writing In English In A Bilingual Class, Nadia Mykysey 2014 Fordham University

Gaining Appreciation And Understanding For Writing In English In A Bilingual Class, Nadia Mykysey

Journal of Multilingual Education Research

While participating in the Bilingual Teacher Research Forum (a teacher inquiry group), I decided to do research in my classroom to investigate the ways in which emergent bilinguals (EBs) expanded their appreciation and understanding of writing in English as a second language. The purpose of this study was to examine and describe first-grade EBs’ development of writing. A variety of assessment tools were used to document students writing growth over time. All the children made progress both in their spelling and in their writing of stories. Engaging in teacher-based research became a professional development tool to document and reflect on ...


Developing Academic Language And Content For Emergent Bilinguals Through A Science Inquiry Unit, Sandra Mercuri, Ann E. Ebe 2014 Fordham University

Developing Academic Language And Content For Emergent Bilinguals Through A Science Inquiry Unit, Sandra Mercuri, Ann E. Ebe

Journal of Multilingual Education Research

There is growing evidence that schools are not meeting the needs of emergent bilinguals who are falling behind in both academic language development and content knowledge learning. In response to this concern, this article proposes five research-based guidelines for promoting effective instruction for emergent bilinguals. In order to connect theory to practice, implementation of these guidelines is explored through a descriptive study, within a qualitative paradigm, involving Jessica, a Spanish/English bilingual third-grade teacher. Through a description of her science inquiry unit on water, the authors outline how Jessica’s instruction reflected the five guidelines. The analysis of her instruction ...


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