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Articles 1 - 4 of 4
Full-Text Articles in Education
Linguistic Diversity From The K–12 Classroom To The Writing Center: Rethinking Expectations On Inclusive Grammar Instruction, Zoe Esterly, Hannah L.W Swoyer, Bridget A. Draxler
Linguistic Diversity From The K–12 Classroom To The Writing Center: Rethinking Expectations On Inclusive Grammar Instruction, Zoe Esterly, Hannah L.W Swoyer, Bridget A. Draxler
Writing Center Journal
Language expresses our values and identities, but in educational spaces, multidialectical and multilingual students’ voices are often silenced in favor of Standard English (Lockett, 2019). As writing tutors and future language arts educators, we have developed a research-based inclusive grammar curriculum and classroom-based resources to expand the conversation surrounding linguistic inclusion. Guided by the principle that all students should be offered the opportunity to learn the conventions of Standard English, we advocate for inclusive teaching of Standard English grammar in K–12 classrooms and writing centers (Godley et al, 2015). Using previous research on multilingual students, linguistic inclusivity, and dialectical diversity, …
Partnership Of Nh-Me Lend And New Mainers Public Health Initiative To Offer Training Experiences With Culturally And Linguistically Diverse Populations, Susan Russell, Betsy Humphreys
Partnership Of Nh-Me Lend And New Mainers Public Health Initiative To Offer Training Experiences With Culturally And Linguistically Diverse Populations, Susan Russell, Betsy Humphreys
Poster Presentations
Over the past two decades, the geographic area served by the NH-ME LEND Program has experienced rapid growth of racially, ethnically and linguistically diverse populations, as has the U.S. in general. While the NH-ME LEND clinical and leadership placements provide opportunities for frequent contact with underserved populations, Maine trainees, in particular, have had few opportunities for training or fieldwork with culturally and linguistically diverse populations. With funding support from a 2018 Focused Assistance to Support Training Project (FAST) grant, the NH-ME LEND partnered with New Mainers Public Health Initiative (NMPHI) in Lewiston, Maine, to build the LEND’s capacity to offer …
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Journal of Pedagogy, Pluralism, and Practice
Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the …
The Importance Of Linguistic Diversity Instruction Within Teacher Education Programs, Rhiannon L. Finney
The Importance Of Linguistic Diversity Instruction Within Teacher Education Programs, Rhiannon L. Finney
Honors College Theses
The United States is continuously growing, and as it grows it has become more and more diverse. As diversity increases, awareness of culture becomes a more pressing and important manner. So, while schools have often worked to include and encourage multiculturalism and diversity within their boundaries, one major section has been left out of the equation. The importance of linguistic diversity is vastly misunderstood and left out of teacher education programs, negatively impacting young students, particularly those of traditionally marginalized groups. In order to better prepare prospective teachers and to help provide a real social change in an inherently racialized …