Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Northwest Journal of Teacher Education
Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses. Odds of a correct answer on linguistic questions increased significantly in 28% of the areas tested. The inclusive course showed increased linguistic awareness compared to standard courses.
A Shared Language: An Examination Of School Interaction Experiences Of Hispanic Ell Students In Northwest Arkansas, Tricia Tice
A Shared Language: An Examination Of School Interaction Experiences Of Hispanic Ell Students In Northwest Arkansas, Tricia Tice
ATU Theses and Dissertations 2021 - Present
A SHARED LANGUAGE: AN EXAMINATION OF SCHOOL INTERACTION EXPERIENCES OF HISPANIC ELL STUDENTS IN NORTHWEST ARKANSAS
Tricia Dawn Tice
Arkansas has one of the fastest-growing Latino populations in the country (Garcia Mont, 2015; Brown & Lopez, 2013). The Northwest Arkansas corridor has the largest concentration of Latinos to date due to the area being host to some of the largest companies in the United States (Garcia Mont, 2015; Brown & Lopez, 2013). Hispanic immigration into Arkansas has greatly increased since the late 1980s (Monroe, 1999). As a result of the area growth, public schools have seen tremendous increases in the …
Trauma-Informed Teaching Practices Post-Covid: A Classroom Action Project, Jillian Weemaes
Trauma-Informed Teaching Practices Post-Covid: A Classroom Action Project, Jillian Weemaes
MA TESOL Collection
Out of recognition of experienced trauma, trauma-informed practices have existed in schools and classrooms long before the start of the pandemic and will continue to exist and evolve after. Programs need to evolve due to the changing nature of the pandemic such as the possibility of teachers experiencing trauma alongside their students, and distance learning complicating the ability of students to make connections with peers, teachers, and administrators. Limited literature currently exists in the field showcasing how teachers have changed and updated their practices since the start of the pandemic. The objective of this action research is to add to …