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Full-Text Articles in Education
Examining The Value Of Online Intercultural Exchange (Oie) In Cultivating Agency-Focused, (Inter)Culturally And Linguistically Responsive Pedagogy: A Story Of One Collaborative International Project For English Learners, Zuzana Tomas, Margita Vojtkulakova, Nikola Lehotska, Marie Schottin
Examining The Value Of Online Intercultural Exchange (Oie) In Cultivating Agency-Focused, (Inter)Culturally And Linguistically Responsive Pedagogy: A Story Of One Collaborative International Project For English Learners, Zuzana Tomas, Margita Vojtkulakova, Nikola Lehotska, Marie Schottin
Language Arts Journal of Michigan
This article makes two contributions to culturally and linguistically responsive pedagogy for English learners (ELs). First, we argue for the value of expanding cultural responsiveness to include an intercultural framing that not only cultivates ELs’ pride in their multicultural heritage, but also fosters their identities and capacities as global citizens. Second, we make a case for foregrounding student agency as a necessary prerequisite for what has been conceptualized as the ultimate goal of Culturally Sustaining Pedagogy: to be able to maintain one’s cultural practices, while simultaneously learning how to critique dominant power structures (Paris & Alim, 2017). We illustrate how …
Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab
Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab
Language Arts Journal of Michigan
Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another.
(Re)Claiming Spaces Through Story: An Examination Of The Liberatory Potential Of Autobiographical Narrative In Adult L2 Literacy Development, Jessica Elizabeth Peters
(Re)Claiming Spaces Through Story: An Examination Of The Liberatory Potential Of Autobiographical Narrative In Adult L2 Literacy Development, Jessica Elizabeth Peters
Masters Theses
Adult ESL learners at the community education level are frequently undereducated (Lasater and Elliott, 2000, 2005), and fifty percent of limited-English proficient (LEP) adults report having nine or fewer years of formal schooling (NCIIP, 2012). They may be preliterate or only marginally literate even in their L1, which has significant negative implications both for language acquisition and for employment and educational opportunities. Further, many of these adult students also experience feelings of low self-worth with respect to their ability to succeed in any academic setting, let alone a foreign one, which poses a serious barrier to their ability to transition …