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Bilingual, Multilingual, and Multicultural Education Commons

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Articles 1 - 9 of 9

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

A Literacy-Level Curriculum For Adult Spanish-Speaking English Language Learners With Limited Formal Education, Kirsten L. Keihl Dec 2015

A Literacy-Level Curriculum For Adult Spanish-Speaking English Language Learners With Limited Formal Education, Kirsten L. Keihl

Master's Projects and Capstones

Many Spanish-speaking adult immigrants in the United States face an immediate need to learn English, but also suffer from a lack of formal education as many did not complete middle school or high school. These learners need a curriculum that is tailored specifically to their needs. This project provides a communicative curriculum for teaching English and Spanish literacy, English speaking and listening skills, and basic classroom skills utilizing native language instruction when helpful using learning strategies and authentic materials that are appropriate for adults. It also addresses sociocultural and sociopolitical concerns of this population and utilizes culturally relevant materials.


Cultural Capital, Agency, And Voice: Literacy Practices Of Middle School English Language Learners, Bogum Yoon Sep 2015

Cultural Capital, Agency, And Voice: Literacy Practices Of Middle School English Language Learners, Bogum Yoon

Middle Grades Review

Grounded in cultural capital and agency theory, this study examines two middle school English language learners’ (ELLs) participatory behaviors in literacy practices in the U.S. classroom. A closer examination of the ELLs’ participatory behaviors through their authentic voices is important to understand for their literacy development. The purpose of this article is to discuss the interconnection among ELLs’ agency, identity, and classroom dynamics for their language and literacy learning. The data sources include formal and informal interviews, classroom observations, and artifacts, including reading and writing projects. Findings suggest that, despite the students’ similar background of race, native language, age ...


Preparing For Storms Nonreader Facilitator's Guide, Hazel Spaulding Parker, Tara Lambeth, Pam Jenkins, Monica Farris, Jeff Rinehart Jul 2015

Preparing For Storms Nonreader Facilitator's Guide, Hazel Spaulding Parker, Tara Lambeth, Pam Jenkins, Monica Farris, Jeff Rinehart

CHART Publications

The Preparing for Storms nonreader facilitator's guide includes lesson plans and flashcards that coincide with the Preparing for Storms nonreader manual.


Reported Literacy, Media Consumption And Social Media Use As Measures Of Relevance Of Spanish As A Heritage Language, Isabel Velázquez Jul 2015

Reported Literacy, Media Consumption And Social Media Use As Measures Of Relevance Of Spanish As A Heritage Language, Isabel Velázquez

Spanish Language and Literature

Aims and objectives: This paper explores one dimension of language maintenance among college-aged heritage speakers of Spanish (HSS) in three communities of the U.S. Midwest. The aim was to understand whether Spanish was relevant at a point in life in which they were developing their own networks away from their families. Research questions: Were reading and writing in Spanish relevant for the participants? Did they use Spanish when on social media? Did they text in Spanish? Was Spanish relevant for them when consuming content on electronic media?

Methodology: This analysis is part of a larger study on HSS in ...


Seven Steps To Engaging At-Risk Students With Text, Jelani Jabari Ph.D. Mar 2015

Seven Steps To Engaging At-Risk Students With Text, Jelani Jabari Ph.D.

National Youth-At-Risk Conference Savannah

Diminishing student engagement with text remains a colossal challenge with children at-risk. In this highly interactive session, participants will explore a seven-step process for engaging students with text as well as techniques for presenting highly engaging literacy lessons. Attendees will walk away with names, reading level, descriptions (and actual samples) of several engaging texts.


Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer Jan 2015

Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer

Doctoral Dissertations

The purpose of this dissertation is to explore how teaching an English literature curriculum centered on the stories, experiences, cultures, histories, and politics of LGBTQI (lesbian, gay, bisexual, transgender, queer, intersex) people constitutes a meaningful site for teaching and learning in a high school classroom. The dissertation offers insights on how the teaching of LGBTQI-themed texts in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to critical literacies teaching. The project follows principles of critical qualitative research and employs an ethnographic case study approach with the purpose of transforming educational ...


The Language And Literacy Practices Of English Language Learners (Ells) In A Philadelphia High School: The Hyphenated Experiences Of Immigrant Students In Content Area Classrooms, Lan My Ngo Jan 2015

The Language And Literacy Practices Of English Language Learners (Ells) In A Philadelphia High School: The Hyphenated Experiences Of Immigrant Students In Content Area Classrooms, Lan My Ngo

Publicly Accessible Penn Dissertations

This multiple case study results from an ethnographic immersion in a local public high school, focusing on English language learners (ELLs) in content area classrooms. The primary goals were to 1) explore the language and literacy practices of ELLs within this setting, 2) gain an understanding of the complexity and multiplicity of the learners' schooling experiences, and 3) discuss implications pertaining to practice and research. Four focal students, each from a different country and each with different home or first languages, are discussed to provide a nuanced perspective of immigrant and refugee students. Importantly, the theoretical framework of "hyphenated reality ...


The Effects Of Metacognitive Strategy Training On Esl Learners' Self-Directed Use Of Ted Talk Videos For Second Language Listening, Kelsey Gagen-Lanning Jan 2015

The Effects Of Metacognitive Strategy Training On Esl Learners' Self-Directed Use Of Ted Talk Videos For Second Language Listening, Kelsey Gagen-Lanning

Graduate Theses and Dissertations

Second language teaching tends to focus more on helping learners develop the productive language skills of speaking and writing (Takaesu, 2013; Vandergrift, 2003), while listening and reading, which are sometimes considered secondary skills, are often left out of the second language classroom even though they are essential skills in comprehending input and aid in the development of learners' productive skills (Takaesu, 2013). One way to address this issue of a lack of focus on listening skills is through self-directed learning with technology. This thesis investigates the effects of metacognitive strategy training on learners' self-directed use of TED Talk videos for ...


Teac 921b: Seminar In Literacy Studies (Special Topics: Schooling And The Multilingual Mind)—A Peer Review Of Teaching Project Benchmark Portfolio, Theresa Catalano Jan 2015

Teac 921b: Seminar In Literacy Studies (Special Topics: Schooling And The Multilingual Mind)—A Peer Review Of Teaching Project Benchmark Portfolio, Theresa Catalano

UNL Faculty Course Portfolios

This portfolio will document the creation and implementation of a new doctoral seminar in my department. This introductory course to multilingualism and schooling (TEAC 921B) will cover topics related to teaching and learning in the multilingual classroom. The key goals for creating this portfolio are to aid me in creating this new doctoral seminar that reflects and builds on departmental goals for graduate students. In particular I would like to document and address the implementation of two new activities to my teaching ; a language study/journal, and the creation of a documentary film. I foresee using this course portfolio as ...