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- Complex support needs (1)
- Counterhegemonic spaces (1)
- Critical race theory (1)
- Culturally and linguistically diverse (1)
- Disability (1)
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- Discourse markers (1)
- English learner (1)
- Gamers’ social identity (1)
- High school (1)
- Keywords: borderlands theory (1)
- Language proficiency (1)
- Morphosyntactic accuracy (1)
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- Saudi gamers’ social identity. (1)
- Social identity of gamer (1)
- Spanish Language Arts (1)
- Spanish as a Heritage language (1)
- Special education (1)
- Syntactic complexity (1)
- Tajfel’s social identity (1)
- Testimonios (1)
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Articles 1 - 4 of 4
Full-Text Articles in Education
Creating Counter-Hegemonic Spaces In A Spanish Language Arts Classroom, Mercedes Valenzuela
Creating Counter-Hegemonic Spaces In A Spanish Language Arts Classroom, Mercedes Valenzuela
Language, Literacy, and Sociocultural Studies ETDs
This qualitative case study used practitioner research methods to address the question: How does a Mexican American teacher create counter-hegemonic spaces in a Spanish Language Arts classroom utilizing critical race and borderlands theories? The research focused on how I as a teacher-built trust and respect through place—here, the classroom, classroom activities, and discussions—thereby creating a place for students to express their thoughts and feelings and to build relationships with the teacher and their classmates for learning to occur. This study also analyzed how using critical race and borderlands theories influences and shapes Mexican American students’ educational experiences beyond a …
An Application Of Tajfel’S Social Identity Theory To Understand Gamer As A Social Identity Among Saudi College-Level Students, Mohammad M. Assiri
An Application Of Tajfel’S Social Identity Theory To Understand Gamer As A Social Identity Among Saudi College-Level Students, Mohammad M. Assiri
Language, Literacy, and Sociocultural Studies ETDs
Understanding the social identity construction of Saudi college-level students who self-identify as gamers in Saudi Arabia is essential when designing a student-centered education. Although support exists within the literature for exploring what it means to be a gamer from the perspective of gamers, a review of the literature revealed a gap in this regard in the context of Saudi Arabia. Therefore, this grounded theory study explored self-identification as a gamer in Saudi Arabia using Tajfel's (1981) three tenets of self-identification with a group. A social identity framework was used to understand the characteristics of Saudi gamers, their positive or negative …
The Development Of Discourse Markers In Narrations Written By Spanish Heritage Language Learners: A Case For Explicit And Implicit Instruction, Mark Cisneros
Spanish and Portuguese ETDs
This Dissertation attempted to determine the types and number of discourse markers (DMs) used in narrations written by Spanish Heritage Language (SHL) learners and if they benefitted from the following pedagogical intervention (i.e., Explicit Instruction + Input Flood + Textual Enhancement) regarding the use of DMs. It also calculated the syntactic complexity, morphosyntactic accuracy, and fluency of their narrations. For this study, 39 SHL learners served as participants: 19 in an Experimental group and 20 in a Control group. All participants wrote two narrations of two short, silent films: a pre-test narration and an immediate post-test narration. Before completing the …
Issue In Equity For Culturally And Linguistically Diverse Students With Complex Support Needs: A Comparative Analysis Of District-Level Student Data, Rosalia Pacheco
Issue In Equity For Culturally And Linguistically Diverse Students With Complex Support Needs: A Comparative Analysis Of District-Level Student Data, Rosalia Pacheco
Special Education ETDs
Research has shown that English learners with disabilities should have access to both special education and Title III services as required by law (de Valenzuela et al., 2006, 2018, 2016, 2022; de Valenzuela & Copeland, 2018; Kangas, 2014, 2018, 2019, 2021). This quantitative study uncovers issues of educational inequities related to: (a) the identification of these students as English learners; (b) their access to Title III services; and (c) the instructional settings in which they are educated for culturally and linguistically diverse students with Autism (ASD), Developmental Delay (DD), Intellectual Disability (ID), Multiple Disabilities (MD), or Traumatic Brain Injury (TBI). …