Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Academic language (2)
- Identity (2)
- Agency (1)
- Autoethnography (1)
- Chinese Language Teacher (1)
-
- Classroom discourse (1)
- Cochlear implants (CIs) (1)
- Colombia (1)
- Concept development (1)
- Cultural Landscapes (1)
- Culture-based education (1)
- DeaF (1)
- Deaf (1)
- Deaf Gain (1)
- ELLs (1)
- Educational equity (1)
- Emergent bilinguals (1)
- English learners (1)
- Ethnography (1)
- Ethnography of Communication (1)
- Functional perspective (1)
- Garifuna language (1)
- Investment (1)
- Japanese language education (1)
- L2 Education (1)
- Language Teacher Development (1)
- Language preservation (1)
- Longitudinal Study (1)
- Mainstream (1)
- Mathematics (1)
- Publication
- Publication Type
Articles 1 - 9 of 9
Full-Text Articles in Education
Multi-Ethnic Stakeholders And Their Perspective Of Culture-Based Intervention Programs In Belize: Case Study Of Program For The Garifuna People, Juan Nunez
Doctoral Dissertations
The purpose of this qualitative case study was to explore how the development of Garifuna cultural identity by the Garifuna Language and Arts and Crafts in Schools Program at St. Peter Claver School in Punta Gorda, Belize. Culture-based education is described as contextualized relating “what students learn to their culture, communities, lives, and land.” This is a case study designed to understand the purpose of the program, identify its participants, review its curriculum, observe instructional strategies, and interview its stakeholders over a three-month period. Data was collected through documentation, direct observation, interviews, and audio recording. A descriptive framework was used …
An Examined Life Of A Language Teacher Of Chinese: An Autoethnographic Investigation Into Agency, Ying Zhang
An Examined Life Of A Language Teacher Of Chinese: An Autoethnographic Investigation Into Agency, Ying Zhang
Doctoral Dissertations
There is a paucity of research about and done by L2 Chinese educators regarding the theoretical construct of agency. It is also noted that the qualitative inquiry is marginalized in L2 Chinese research field, let alone the narrative study of the agency of experienced by L2 Chinese-teachers. In this dissertation research, I aim at filling in the gap by conducting a longitudinal autoethnography which captures over a decade (1997-2017) of my personal and professional development with an agency perspective. The highly personalized autoethnographic accounts open up my personal and professional life as an experienced, college-level, transnational, early 40’s female native …
Kc 4.4 Building Multi-Cultural Understanding Through Translation And Dialogue: Languages And Terminologies For Icomos Ifla Isccl Rural Landscapes Principles, Raffaella Laviscio, Hossam Mahdy, Haeedeh Laleh
Kc 4.4 Building Multi-Cultural Understanding Through Translation And Dialogue: Languages And Terminologies For Icomos Ifla Isccl Rural Landscapes Principles, Raffaella Laviscio, Hossam Mahdy, Haeedeh Laleh
ISCCL Scientific Symposia and Annual General Meetings // Symposiums scientifiques et assemblées générales annuelles de l'ISCCL // Simposios científicos yy las Asambleas Generales Anuales
The spread and put in action of the Principles’ text in the national context require, first of all, the translation of the original English version. It is not automatic and requires different considerations and challenges (as linguistic and cultural). For instance, some English terms have no known equivalent Arabic terms (such as landscape, vernacular and integrity), other terms have different equivalents used by different individuals or institutions, others (as bio-cultural diversity, conservation, heritage, sustainable development) require some specifications due to differences in worldview and value systems in the different national contexts (and according to different disciplinary sectors in the same …
Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu
Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu
Doctoral Dissertations
The motivation for this research is the subordinated position of writing in Japanese language education. As many studies indicate, writing in Japanese language education is often perceived as a space for teachers to monitor learners’ acquisition of grammar structures and kanji (Hirose, 2015; Kumagai & Fukai, 2009; Ramzan & Thomson, 2013). Such discourse of writing conceives Japanese writers, especially elementary writers, as individuals who have little agency in making meaning. The purpose of my dissertation study is to explore alternative discourses of writing that position elementary Japanese language learners as agentive meaning-makers. For this inquiry, first, I explore literatures that …
Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro
Doctoral Dissertations
This dissertation examines the impact of a district-wide professional development initiative to foster equitable pedagogies and practices for emergent bilingual students. The initiative spanned five years, 2012-2017, across one of the largest school districts in the Northeast. This quasi-experimental, mixed methods case study was conducted across twelve schools to investigate the efficacy of a sheltered instruction professional development program in three areas: 1) teacher learning and knowledge about sheltered instructional practices (n=1457) and application of the newly learned practices (n=70), 2) student learner outcomes, as measured by a standardized assessment, through three cohorts of third through eighth graders (n=457) and …
When Healing And High-Stakes Meet: Restorative Justice In An Era Of Racial Neoliberalism, Dani O'Brien
When Healing And High-Stakes Meet: Restorative Justice In An Era Of Racial Neoliberalism, Dani O'Brien
Doctoral Dissertations
Based on a 3-year ethnography, this dissertation documents the story of Presente, an explicitly critical youth-led restorative justice group attempting to dismantle the school-prison nexus and create a more youth-centered culture at their high-reform high school. This dissertation addresses the questions: How does serving as a restorative justice peer leader impact students? What challenges and opportunities arise as the school tries to transition to more restorative practices? And how do the values central to restorative justice come up against, challenge, and get challenged by neoliberal education reform?
Navigating Mainstream Environments: The Impact Of Modality Selection For Children With Cochlear Implants, Kristine Plasse
Navigating Mainstream Environments: The Impact Of Modality Selection For Children With Cochlear Implants, Kristine Plasse
Doctoral Dissertations
Communication is a fundamental component in education. For children who are deaf, cochlear implantation provides access to spoken communication; however, that access is different from that which typically hearing students experience. Because cochlear implants (CIs) have made it possible for many deaf individuals to communicate through spoken language, controversy exists in the education field as to which modes of communication should be considered for children who are deaf and have CIs in mainstream classrooms. This dissertation discusses a qualitative multi-case study that was conducted using ethnographic methods in order to examine the communication practices of two students with cochlear implants …
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
Doctoral Dissertations
This study explores how an elementary mathematics teacher supported English language leaners’ (ELLs’) academic language and concept development in the context of current high- stakes school reform. The conceptual frameworks informing this study include Halliday’s theory of systemic functional linguistics (e.g., Halliday & Matthiessen, 2014) and Vygotsky’s sociocultural theory of concept development (Vygotsky, 1986). Specifically, this study analyzes the interplay between academic and everyday language and how this interplay can facilitate the development of what Vygotsky referred to as “real” or complete concepts as students shift from “spontaneous” to more “scientific” understanding of phenomenon (Vygotsky, 1986, p.173). This year-long qualitative …
How Translanguaging Can Transform Teacher Education: Using Communicative Repertoires For Teacher Education In Colombia, Rosa A. Medina Riveros
How Translanguaging Can Transform Teacher Education: Using Communicative Repertoires For Teacher Education In Colombia, Rosa A. Medina Riveros
College of Education Working Papers and Reports Series
Using multimodal and digital ethnography, this year-long study makes visible how a community of seven Colombian English language teachers collaborate to make sense of, and use multilingual, multimodal, and digital literacy resources in innovative ways. This study draws on critical multilingualism, translanguaging, and communicative repertoires to respond to this question: How do teachers negotiate and co-construct multilingual, multimodal, and digital strategies for language learning in a Colombian university? Translanguaging and communicative repertoires are powerful theoretical and pedagogic tools that illuminate how to navigate semiotic and digital diversity in education. With translanguaging, García and Li (2014) advocate for the active and …