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2016

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Essay Review: Implications For Educators Of Daniel Everett’S Language: The Cultural Tool, Christopher W. Johnson Dec 2016

Essay Review: Implications For Educators Of Daniel Everett’S Language: The Cultural Tool, Christopher W. Johnson

TAPESTRY

This essay review discusses Everett (2012), Language: The Cultural Tool, with particular emphasis on implications for educators. While Everett does not belong to the discourse of pedagogy and policy for classrooms, his findings and arguments resonate powerfully with the contemporary challenges of PK-12 classrooms and teacher preparation.

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Benefits And Challenges Of Co-Teaching English Learners In One Elementary School In Transition, N. Eleni Pappamihiel Dec 2016

Benefits And Challenges Of Co-Teaching English Learners In One Elementary School In Transition, N. Eleni Pappamihiel

TAPESTRY

This article reports the findings of a case study centered upon the implementation of a coteaching model in an elementary school with a mixed (EL and non-EL) population. In the co-teaching model examined, ESL teachers were embedded in the general education classroom, collaborated on instruction, and taught in cooperation with general education teachers. In addition to presenting the outcomes of the examined co-teaching model, the article outlines several key conditions for the successful application of this model to various teaching environments.

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Editor's Note, Tapestry Staff Dec 2016

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

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Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry Dec 2016

Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry

TAPESTRY

A report on the development and implementation of the Teaching English Language Learners (TELLs) certificate program at Miami University, in Oxford Ohio.

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Infusing El Content And Instruction Into English Education Courses, Donna Niday Dec 2016

Infusing El Content And Instruction Into English Education Courses, Donna Niday

TAPESTRY

An article presenting a five-stage process of infusing EL-relevant topics into English education courses.

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Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson Dec 2016

Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson

TAPESTRY

An article describing the author's experiences with ELs as well as with infusing EL content within a foundations course.

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Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz Dec 2016

Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz

TAPESTRY

An article describing the process of embedding English learner topics in the sociocultural studies in education course the authors teach.

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The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni Dec 2016

The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni

TAPESTRY

A description of the evolution of EL Infusion in Florida, where the State Department of Education requires all teacher candidates to be prepared to work with ELs.

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Editor's Note, Tapestry Staff Dec 2016

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

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Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez Dec 2016

Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez

TAPESTRY

Text: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia: Calson.

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Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz Dec 2016

Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz

TAPESTRY

In this manuscript, the authors encourage classroom teachers and school leaders to learn about the home culture and language of the growing English learner population if they are to respond effectively to these students’ language, literacy, and content learning needs. These funds of knowledge have been shown to help teachers adjust instruction in ways that permit students to engage more actively in language, literacy, and content learning tasks. In addition to offering recommendations for administrators and teachers working to improve literacy of ELLs within and outside the school setting, the authors share sample surveys that can be used to gather …

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In English You Read With A Stopwatch: A Journey Towards Biliteracy In Two Older Adopted Salvadoran Children, Mary A. Petron, Barbara J. Greybeck Dec 2016

In English You Read With A Stopwatch: A Journey Towards Biliteracy In Two Older Adopted Salvadoran Children, Mary A. Petron, Barbara J. Greybeck

TAPESTRY

This longitudinal case study provides an in-depth exploration of the journey toward bilingualism and biliteracy of two older adopted Salvadoran siblings in U.S. schools. Data sources include observations in the home and school, interviews, written artifacts, field notes, and various reading test scores. Analysis suggests that literacy instruction in English tended to focus more on phonics and fluency than comprehension and vocabulary, and it assumed a level of oral proficiency in English that neither of the children had. Spanish literacy instruction was aimed toward children of Mexican origin that was neither culturally relevant nor geared toward their specific language needs. …

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Radical Self: Greenpeace And Eart First! Identify In The 1980s, Maggie Penkert Dec 2016

Radical Self: Greenpeace And Eart First! Identify In The 1980s, Maggie Penkert

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms, Philip C. Smith Dec 2016

Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms, Philip C. Smith

TAPESTRY

This study investigated the effect of one semester of ESOL education on preservice teachers by examining their perceived knowledge and skill in working with English Language Learner (ELL) students, and their attitude toward having ELL students in their mainstream classrooms. The survey identified two factors: a) Perception of ESOL Knowledge and Skills (PEKS) and b) Attitude Toward Inclusion (ATI). Results showed that preservice teachers’ perceptions of both knowledge & skill (PEKS) changed from introductory to the final ESOL course, and that PEKS changed significantly from pre- to post-test within the same course. No significant changes were found in students’ attitude …

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Eleanor And The Bok Peace Prize, Elaine M. Anderson Dec 2016

Eleanor And The Bok Peace Prize, Elaine M. Anderson

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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Dedication Dec 2016

Dedication

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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Introduction Dec 2016

Introduction

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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Title Page Dec 2016

Title Page

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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Cover Dec 2016

Cover

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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Historical Perspectives Vol. 9 2004 Dec 2016

Historical Perspectives Vol. 9 2004

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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Editor's Note, Tapestry Staff Dec 2016

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

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Book Review Of "Teaching Reading To English Language Learners: Insights From Linguistics", Alex Poole Dec 2016

Book Review Of "Teaching Reading To English Language Learners: Insights From Linguistics", Alex Poole

TAPESTRY

Text: Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights from linguistics. New York: The Guilford Press.

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“You Got The Word Now”: Problematizing Vocabulary-Based Academic Language Instruction For English Learners In Science, Katherine Richardson Bruna, Roberta Vann, Moises Perales Escudero Dec 2016

“You Got The Word Now”: Problematizing Vocabulary-Based Academic Language Instruction For English Learners In Science, Katherine Richardson Bruna, Roberta Vann, Moises Perales Escudero

TAPESTRY

With increasing numbers of English Learners enrolling in public schools, teachers of core academic subject area classes are facing the challenge of integrating English language development into instruction. This article describes how teachers' understanding of infusing language into science teaching can shape instructional practices and consequently influence the simultaneous English language development and science learning of English Learner students.

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Deciding When To Step In And When To Back Off: Culturally Mediated Writing Instruction For Adolescent English Learners, Leslie Patterson, Carol Wickstrom, Jennifer Roberts, Juan Araujo, Chieko Hoki Dec 2016

Deciding When To Step In And When To Back Off: Culturally Mediated Writing Instruction For Adolescent English Learners, Leslie Patterson, Carol Wickstrom, Jennifer Roberts, Juan Araujo, Chieko Hoki

TAPESTRY

Culturally Mediated Writing Instruction invites students to take an inquiry stance toward issues of interest and significance—exploring issues, framing questions, gathering information, synthesizing findings into messages, publishing or presenting their findings, and assessing their efforts before moving on to other inquiries. CMWI can be seen as a rich and dynamic landscape of literacy tasks, routines, practices, materials, and dialogues that invites students to ask questions and to look for answers to those questions. Data from four high-school classrooms illustrate that CMWI teachers made interdependent and layered instructional decisions in response to students' needs, and that they provided mediation toward for …

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Editor's Note, Tapestry Staff Dec 2016

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

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Home To School Transitions: A Guatemalan Family Portrait, Lisa Crayton Dec 2016

Home To School Transitions: A Guatemalan Family Portrait, Lisa Crayton

TAPESTRY

This study applies a sociocultural perspective to examine the home to school transitions in literacy achievement of three low-income children from Guatemala. Through participant observation and informal conversations with the family during home visits, two factors appeared to influence the literacy development of the family's young children: bilingualism and cultural assimilation. Investigating the home literacy environment of an immigrant family provides an insider's perspective of the life experiences of children from non-mainstream homes. Understanding their home reading and writing experiences, and their transition to school literacy, is valuable for reading teachers facing increasingly diverse students from multicultural backgrounds.

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Building A Community For Migrant Education Services Through Family Literacy And Farm Worker Outreach, Karen S. Vocke Dec 2016

Building A Community For Migrant Education Services Through Family Literacy And Farm Worker Outreach, Karen S. Vocke

TAPESTRY

Cultural and linguistic differences within the migrant population, coupled with the transient nature of these families, often present challenges that can inhibit the education of migrant students in our schools. How can schools and communities come together to provide resources and services for this vulnerable population? Through the theoretical lens of Paulo Freire, we identify the need to work against the current educational trend toward increased standardization and work towards a model of education that is both individualized and democratic. For migrant students, individualizing educational experiences often means reaching out to the families for linguistic support. We have found the …

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Their Genocide And Ours: International Influence In 1994 Rwanda, Maggie Penkert Dec 2016

Their Genocide And Ours: International Influence In 1994 Rwanda, Maggie Penkert

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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Getting Defensive: Excuses For The Construction Of The Alaska Highway, Dane Skillbred Dec 2016

Getting Defensive: Excuses For The Construction Of The Alaska Highway, Dane Skillbred

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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Delayed Success: The Redefined Anti-Imperialist Movement Of 1898-1900, Brian Hurd Dec 2016

Delayed Success: The Redefined Anti-Imperialist Movement Of 1898-1900, Brian Hurd

Historical Perspectives: Santa Clara University Undergraduate Journal of History, Series II

No abstract provided.

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