Letter From Executive Editor,
2017
Lesley University
Letter From Executive Editor, Arlene Dallalfar
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
“It Was Like Really Uncomfortable But Kind Of Comfortable”: An Ethnographically-Informed Radio Play Of Adult Esl Classes With Educational Drama,
2017
University of British Columbia
“It Was Like Really Uncomfortable But Kind Of Comfortable”: An Ethnographically-Informed Radio Play Of Adult Esl Classes With Educational Drama, Won Kim
Journal of Pedagogy, Pluralism, and Practice
This chapter explores possibilities and challenges of educational drama-based second language instruction for adult emergent bilingual learners. A part of the key findings from an ethnographic multiple case study of four adult ESL classes with educational drama in Canada will be represented, using playwriting as a means to uncover diverse nuanced insights and reflexive understandings of the phenomenon under investigation. The primary purpose of this ethnographically-informed radio play script is to serve as reflexive, dynamic, and artistic expressions that speak (about and to) students’ voices concerning their learning experiences in the course as heard/felt/perceived by the researcher as a participant …
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals,
2017
The University of Texas at Austin
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin
Journal of Pedagogy, Pluralism, and Practice
In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to …
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals,
2017
University of California
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 Art Museum: A Site For Developing Second Language And Academic Discourse Processes,
2017
The University of Texas at San Antonio
The Art Museum: A Site For Developing Second Language And Academic Discourse Processes, Rosalind Horowitz, Kristy Masten
Journal of Pedagogy, Pluralism, and Practice
This chapter presents the art museum as a socio-cultural learning site, where emergent bilingual students engage in multiple modes of expression to expand oral, written, and visual literacies for academic purposes An historical view of the art museum as an educational space is considered with past limitations and new directions. Theoretical considerations contributing to new conceptualizations of the museum as a contextual- space for development of academic discourses provide a backdrop for new museum approaches. After describing the situated perspective of the authors who work with students at a Hispanic Serving Institution, we offer three approaches for incorporating the museum …
About The Contributors,
2017
Lesley University
About The Contributors
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Glossary,
2017
Lesley University
Book Review: Engaging Children In Social Emotional Learning,
2017
Lesley University
Book Review: Engaging Children In Social Emotional Learning, Frank Daniello
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works,
2017
Lesley University
Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager
Journal of Pedagogy, Pluralism, and Practice
This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical …
Transcribing Arts And Identities: A Case Study On Literacies At Guadalupe Middle School,
2017
California State University, Fresno
Transcribing Arts And Identities: A Case Study On Literacies At Guadalupe Middle School, R. Joseph RodríGuez
Journal of Pedagogy, Pluralism, and Practice
Through single-case study research at a middle school site, students whose first language is Spanish gain instruction in an English language arts classroom using literary works with guided, close reading. Moreover, students’ background, cultural, and prior knowledge are consulted by the teacher as literature comes to life via socially responsible biliteracies, which value students’ identities and cultural and linguistic wealth in the presence of bilingual literary narratives. Through a teacher’s literary lesson planning that complements students’ social interests, students are able to communicate their developing and bridging biliteracies, increase critical literacy awareness, and practice bilingual abilities through interactive instructional lessons …
Art As Voice: Summary Of Chapters,
2017
Lesley University
Art As Voice: Summary Of Chapters, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Creating School Partnerships: Multilingual Family Engagement Through The Arts,
2017
Lesley University
Creating School Partnerships: Multilingual Family Engagement Through The Arts, Sarah Davila, Maura Mendoza
Journal of Pedagogy, Pluralism, and Practice
Music artist and School-based Family and Community Liaison, Maura Mendoza Quiroz from the Somerville Family Learning Collaborative (SFLC), shares her experiences of how mu-sic, visual arts and language workshops have served as the entry point for immigrant families in the Somerville Public Schools. The examples help teachers “read” their community of parents and create spaces responding to families’ needs instead of providing arts programs that are un-familiar to them. As parents participate in these activities, their “physical time” inside the school increased, home-school communications improved, and over all the welcoming efforts translated into better school attendance. Sarah Davila, director of …
Introduction To Art As Voice: Creating Access For Emergent Bilingual Learners,
2017
Lesley University
Introduction To Art As Voice: Creating Access For Emergent Bilingual Learners, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz
Journal of Pedagogy, Pluralism, and Practice
In this introductory chapter, we begin by introducing ourselves, so that you immediately know our positionalities—who we are and the lens we see the world through—and in the hope to provide you with knowledge of why this special issue is so close to our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. In the current political context, the topic of displaced populations, immigration policies (such as The Deferred Action for Childhood Arrivals [DACA]), refugees, as well as those who are undocumented is very alive in classrooms and relevant …
Reach For The Stars: Restructuring Schooling For Emergent Bilinguals With A Whole-Child, Arts-Infused Curricular Approach,
2017
Lesley University
Reach For The Stars: Restructuring Schooling For Emergent Bilinguals With A Whole-Child, Arts-Infused Curricular Approach, Amy Gooden
Journal of Pedagogy, Pluralism, and Practice
This qualitative case study describes a two-year, multi-pronged university-urban school district partnership in Massachusetts sponsored by former Governor Deval Patrick’s Gateways Cities agenda to support an innovative middle school summer enrichment academy for emergent bilingual (EB) learners. The partnership between Boston University and Malden Public Schools aimed at improving EB student success through a whole-child, inclusive, community-arts- infused, content-based curriculum with field trips, guest speakers, conversation classes with bilingual university graduate students, and performing arts, fitness and wellness workshops; a comprehensive teacher training/coaching model; and parent education and community engagement experiences. This chapter examines the impact of the whole-child, community-arts- …
Between Two Worlds: Utilizing The Arts To Increase Engagement And Effectiveness In The Spanish For Heritage Learners Classroom,
2017
Lesley University
Between Two Worlds: Utilizing The Arts To Increase Engagement And Effectiveness In The Spanish For Heritage Learners Classroom, Kathryn E. Mostow
Journal of Pedagogy, Pluralism, and Practice
This article will address the need to increase positive attitudes toward Spanish in Spanish Language Heritage (SLH) classrooms and provide strategies to integrate the arts to support this goal. The primary goals of the contemporary SHL classroom are to maintain the language; to increase positive attitudes towards Spanish, including dialects; and to develop cultural awareness (Beaudrie, Ducal, & Potowsi, 2014). In many SHL classrooms the first two goals are accomplished by reading and writing in Spanish but the latter two goals are less prescriptive and in some classrooms, overlooked. However, it is essential to address students’ attitudes toward Spanish- in …
The Impact Of Experiential Learning In Literacy And Teacher Efficacy: A Study Of Sa Reads,
2017
Texas A&M University-San Antonio
The Impact Of Experiential Learning In Literacy And Teacher Efficacy: A Study Of Sa Reads, Theresa Garfield, Ramona T. Pittman
Reading Faculty Publications (Archived)
This study examines the impact of an experiential learning course work component on teacher candidates’ perception of literacy knowledge, their perspective of a community-based literacy partnership, and their self-reported sense of general and personal teaching efficacy. Initial findings reveal there is growth in all areas of perception of literacy knowledge, with knowing how to assist a struggling reader with fluency and vocabulary skills being the greatest areas of gain. Findings indicate there is minimal change in the participants’ perspectives of the community-based literacy partnership. Finally, participants gained in the areas of general and teaching efficacy. Extant literature will be reviewed …
Special Education Teachers, Literacy, And Students With Moderate And Severe Intellectual Disability: A Survey,
2017
University of Kentucky
Special Education Teachers, Literacy, And Students With Moderate And Severe Intellectual Disability: A Survey, Ann Katherine Griffen
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function as independently, and in as integrated a manner as possible, in a literate society. Literary skills are critical skills for all students, both with and without disabilities. Since the 1990s, literacy has moved closer and closer to the forefront of our collective awareness regarding students who are at risk of not acquiring sufficient literacy ability. However, students with moderate and severe intellectual disability (MSID) have not always been included in this group of students. In …
English Language Arts Preservice And Inservice Teacher's Knowledge About How To Use Etextbooks And Open Educational Resources To Support Students' Comprehension: A Case Study,
2017
University of Central Florida
English Language Arts Preservice And Inservice Teacher's Knowledge About How To Use Etextbooks And Open Educational Resources To Support Students' Comprehension: A Case Study, Lourdes Smith
Electronic Theses and Dissertations
The focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills can be developed. Data were analyzed in order to determine themes related to the use and planning for eTextbooks and OERs in the secondary ELA classroom. Data sources …
Developing And Validating The Elementary Literacy Self-Efficacy Survey,
2017
University of Central Florida
Developing And Validating The Elementary Literacy Self-Efficacy Survey, Adam Ulenski
Electronic Theses and Dissertations
The goal of this study was to develop and validate an instrument to measure the task-specific self-efficacy beliefs of elementary literacy coaches. In order for this to happen, a synthesis of literature regarding literacy coaching tasks including the International Literacy Association's standards for literacy coaches were used to write several items on the survey. In addition, the Teachers' Sense of Efficacy Scale and the researcher's experiences as an elementary literacy coach were used to write other items on the survey. Experts in the field of literacy coaching and self-efficacy provided content validity. Construct validity was established through correlation statistics with …
The Effects Of The Vocabulary Scenario Technique- English Learner Peer Protocol On Ninth Grade English Learners Who Struggle With Literacy,
2017
University of Central Florida
The Effects Of The Vocabulary Scenario Technique- English Learner Peer Protocol On Ninth Grade English Learners Who Struggle With Literacy, Kimmerly Harrell
Electronic Theses and Dissertations
Recent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire advanced literacy skills. Many of these demands require an education beyond high school (Rothman, 2012). Concern for English …
