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Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
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- Multilingual learners (2)
- Academic language acquisition (1)
- Cultural Diversity (1)
- Culturally responsive teaching (1)
- Culturally responsive teaching strategies (1)
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- Elementary education (1)
- English Language Learners (1)
- Hinduism (1)
- Hitler (1)
- Identity (1)
- Intentional language choice (1)
- Judaism (1)
- Linguistic Diversity (1)
- Multimodal learning (1)
- Neo-Nazis (1)
- Power (1)
- Pre-service teacher (1)
- Privilege (1)
- Religion (1)
- Religious Diversity (1)
- Scaffolding (1)
- Strategies (1)
- Symbols (1)
- Teacher Education (1)
- Teacher care (1)
- Thinking routines (1)
- Translanguaging (1)
- Publication
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Articles 1 - 4 of 4
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Culturally Responsive Strategies To Support Multilingual Learners, Liz Shanks, Mackenzie Weakland
Culturally Responsive Strategies To Support Multilingual Learners, Liz Shanks, Mackenzie Weakland
James Madison Undergraduate Research Journal (JMURJ)
Teachers must develop pedagogical practices to meet the needs of the growing number of multilingual learners in K-12 classrooms. Our inquiry- based research study analyzed ways that teachers can implement pedagogical strategies that are culturally responsive to multilingual learners. Thematic analysis of recent academic studies, class observations, and an interview with a language specialist affirm a set of culturally responsive instructional practices in the classroom that lead to the academic success of multilingual learners. These practices included teacher attitudes, translanguaging, and thinking routines to assist in English language acquisition. K-12 teachers, administrators, and community leaders working with multilingual learners can …
Strategies To Aid Multilingual Learners In Academic Language Acquisition In Elementary Science And Mathematics Classes, Mikayla Grumbacher, Sophia Sladic
Strategies To Aid Multilingual Learners In Academic Language Acquisition In Elementary Science And Mathematics Classes, Mikayla Grumbacher, Sophia Sladic
James Madison Undergraduate Research Journal (JMURJ)
This qualitative inquiry research study surveys academic language acquisition strategies for teachers of multilingual learners in elementary science and mathematics classes. We paired readings of recent peer-reviewed journal articles with video observations of three elementary school teachers and an interview with a Director of English as a Second Language for a county in Virginia. Thematic analysis helped us identify similar strategies across the different studies, classroom observations, and interview. Our findings suggest that utilizing sensory and interactive supports are especially helpful strategies for teachers seeking to help multilingual learners in academic language acquisition.
Examining The Identities Of White Cisgender Female Elementary Education Pre-Service Teachers: A Qualitative Case Study, Kayla Schroeder
Examining The Identities Of White Cisgender Female Elementary Education Pre-Service Teachers: A Qualitative Case Study, Kayla Schroeder
Masters Theses, 2020-current
Each year, elementary classrooms in the United States become increasingly culturally diverse, yet teachers of these classroom remain primarily White and female. While most teacher education programs require pre-service teachers to enroll in at least one course related to diversity education, many of these future educators do not feel adequately prepared to teach students who hold different identities or life experiences. In a qualitative analysis of class observations, participant submitted coursework, and individualized interviews, this case study sought to explore how four White cisgender female pre-service elementary teachers applied knowledge from one undergraduate diversity course to topics of identity, power, …
Lost In Translation, Kara M. Kavanagh
Lost In Translation, Kara M. Kavanagh
Dilemmas in Education: A Casebook for Ethical Reasoning
The majority of teachers in America would expect to and be prepared to teach the svastika symbol in relations to Nazi Germany, Hitler, the Holocaust, and as a symbol of White supremacy groups and hatred towards anyone who is not Blonde Haired and Blue Eyed. What would happen then, if a student doodled the svastika for fun or as an art project not related to the history or social studies curriculum?