Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Asians -- United States -- Psychology -- Case studies (1)
- Biculturalism (1)
- ESOL Education (1)
- Education -- Research -- Methodology (1)
- English language -- Writing -- Study and teaching (Higher) (1)
-
- English learners (1)
- Identity (Psychology) (1)
- Interactive avatars (1)
- Interactive classroom simulation (1)
- Language and languages -- Study and teaching (1)
- Language teachers -- United States -- Psychology -- Case studies (1)
- Middle East (1)
- Multilingual education (1)
- North Africa (1)
- Portland State University. Cultural Resource Centers (1)
- Post-Secondary Education -- Studies and reports (1)
- Questioning strategies (1)
- Rhetoric -- Study and teaching (Higher) (1)
- South Asia (Menasa) Initiative (1)
- Spanish language -- Study and teaching (Secondary) (1)
- Teacher preparation (1)
- Publication
- Publication Type
Articles 1 - 6 of 6
Full-Text Articles in Education
Hearing The Voices Of Bicultural And Bilingual Teachers: Using A Case Study Approach To Explain The Professional Identity Development Of Early Career Native Chinese Mandarin Teachers, Jing Chen
Dissertations and Theses
Increasingly, Native Chinese Mandarin teachers have been migrating to the United States and taking positions as Mandarin teachers in U.S. schools. Many have needed support for professional identity development as bicultural and bilingual teachers given their new social cultural context. The purpose of this study was to describe and explain the experiences and professional identity development of early-career Native Chinese Mandarin teachers in one Northwest Pacific city. Using a theoretical framework of social cultural theory in education and the bicultural identity integration construct, I conducted a multiple case study of four early-career Native Chinese Mandarin teachers in four different school …
Teaching Spanish In The United States In The Digital Age: Strategies And Approaches On Teaching Spanish In Online And Hybrid Classes, Liane She, Eli Sears
Teaching Spanish In The United States In The Digital Age: Strategies And Approaches On Teaching Spanish In Online And Hybrid Classes, Liane She, Eli Sears
World Languages and Literatures Faculty Publications and Presentations
Virtual technologies are omnipresent in everyday life and are becoming essential to either online, or hybrid classes. In higher education institutions in the United States, virtual platforms are increasingly used for teaching Spanish as a foreign language to students from varying backgrounds. As such, this article proposes an approach to teaching grammar in virtual spaces, that takes into account the communicative goals established in a given syllabus. The methods and strategies we propose offer an attractive language course that allows students to remotely learn and practice a language. As Spanish professors who teach beginning to intermediate level students, we will …
The Middle East, North Africa, South Asia (Menasa) Initiative: Spring 2020 Newsletter, Ahmed El Mansouri, Menasa Initiative Team
The Middle East, North Africa, South Asia (Menasa) Initiative: Spring 2020 Newsletter, Ahmed El Mansouri, Menasa Initiative Team
Cultural Resource Centers Reports and Resources
Spring 2020 Newsletter for The Middle East, North Africa, South Asia (Menasa) Initiative at Portland State University. Features include MENASA highlights, visiting speakers, and upcoming events.
Best Practices For A Translingual Pedagogy: An Undergraduate Perspective, Jacob S. Wilson
Best Practices For A Translingual Pedagogy: An Undergraduate Perspective, Jacob S. Wilson
University Honors Theses
This thesis traces the last nine years of translingual scholarship in the hopes of theorizing best practices to enact a translingual pedagogy in first year composition (FYC) contexts. Despite translingual theory’s high profile in the field, scholars like Ligia Mihut (2019) have brought attention to the fact that little has been done to bring translingual theory into classrooms. After reviewing relevant literature in Composition Studies, the author explores how translingual tenets can be implemented within current university curricula. Through three well-established pedagogical approaches, the author suggests, instructors can adopt translingual practices that support students’ linguistic agency and challenge monolingual ideologies. …
Exploring Experiences Of Postsecondary Education For Adult Learners From Communities Of Color In Oregon, Roberta Hunte, Gita R. Mehrotra, Miranda Mosier, Eva Skuratowicz, Kylee Sanders, Kevin Cherry, Anita Gooding
Exploring Experiences Of Postsecondary Education For Adult Learners From Communities Of Color In Oregon, Roberta Hunte, Gita R. Mehrotra, Miranda Mosier, Eva Skuratowicz, Kylee Sanders, Kevin Cherry, Anita Gooding
School of Social Work Faculty Publications and Presentations
In 2018, the State of Oregon’s Higher Education Coordinating Commission (HECC) received funding from Lumina Foundation1 through a Talent, Innovation, and Equity (TIE) partnership grant to help reduce educational disparities faced by students of color. A key component of this work included focus group research on adult learners – those aged 25 to 64 years old – around the state. Through this research HECC aims to improve the success rates of underrepresented students in postsecondary education and training (specifically African American, Hispanic/Latinx, Native American/Alaska Native, and Native Hawaiian/Pacific Islander Oregonians) and make progress toward the State’s Adult Attainment goal. Strategies …
A Study On Teacher Candidates’ Questioning Strategies For English Learners Through An Interactive Classroom Simulation, Alex P. Davies Ph.D., Donita Grissom Ph.D., Michele Regalla Ph.D.
A Study On Teacher Candidates’ Questioning Strategies For English Learners Through An Interactive Classroom Simulation, Alex P. Davies Ph.D., Donita Grissom Ph.D., Michele Regalla Ph.D.
Northwest Journal of Teacher Education
This study examines a classroom simulation workshop designed for teacher candidates (TCs) to practice questioning strategies with English learners (ELs) at various English proficiency levels, through the lens of sociocultural theory. Data was collected from an assignment in an ESOL methods course consisting of questions that TCs prepared before the simulation, revised after the simulation, and responses to an open-ended questionnaire. Findings show that TCs made their questions comprehensible for beginner level ELs, however, overextended their question modification to both the intermediate and advanced levels. Implications highlight the importance of practicing questioning strategies that are appropriate for all proficiency levels.