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Full-Text Articles in Education
“Racism Doesn’T Exist Anymore, So Why Are We Talking About This?”: An Action Research Proposal Of Culturally Responsive Teaching For Critical Literacy In Democratic Education, Natalie Marie Giles
“Racism Doesn’T Exist Anymore, So Why Are We Talking About This?”: An Action Research Proposal Of Culturally Responsive Teaching For Critical Literacy In Democratic Education, Natalie Marie Giles
EWU Masters Thesis Collection
Culturally responsive teaching is a way for teachers to engage in equitable practices while offering a pedagogy of caring in the classroom. It takes a strength-based view of all learners while respecting the heritage, the family, the learners’ needs and wishes as well as offering a rigorous education for all learners. In this action research project, the author provides five original college composition units that contribute to learners’ critical thinking and critical literacy while asking them to (1) clarify values and examine their cultures of origin, (2) identify human rights that matter to them, (3) do a rhetorical analysis of …
Stylistic Imitation As An English-Teaching Technique : Pre-Service Teachers’ Responses To Training And Practice, Min Yi Liang
Stylistic Imitation As An English-Teaching Technique : Pre-Service Teachers’ Responses To Training And Practice, Min Yi Liang
EWU Masters Thesis Collection
This action research case study project examines stylistic imitation as an English-Teaching technique and includes (1) a review of literature about the history of stylistic imitation and current college composition practice, (2) an analysis of the close imitation journals which were written by senior English majors and minors by following the model paragraph from Katharine Anne Porter’s “The Jilting of Granny Weatherall” (1965), and (3) writers’ comments and reflections on doing stylistic imitation. Stanley Fish (2005) argued: “[s]tudents can’t write clean English sentences because they are not being taught what sentences are” (as cited in Stodola, 2013, p. 57). Lacking …
“This Is The Oppressor’S Language, Yet I Need It To Talk To You”: A Critical Examination Of Translanguaging In Russian Speakers At The University Level, Nora Vralsted
EWU Masters Thesis Collection
The author critically reviews the TESOL practice known as translanguaging which incorporates the student’s acquired language(s) within the syntax of the target language (TL) as a means to foster understanding. It is suggested that the learner’s entire linguistic repertoire better fosters the learner’s understanding of the material. Within the last 20 years, the practice has gained popularity, and proponents’ advocacy for incorporating home languages within the writing classroom has come to be understood as a necessity for student success. Leonard (2014) identifies students' drawing upon all of their linguistic resources as "rhetorical attunement" and argues that multilingual writers become better …