Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Ell (2)
- Study (2)
- Active learning (1)
- B-D-A (1)
- Co-teaching (1)
-
- Emergent multilinguals (1)
- English Language Learners (1)
- English language learner (1)
- English language learners (1)
- Enl program (1)
- Heteroglossia (1)
- Inegrated english (1)
- Instructional model (1)
- K-12 (1)
- Morphology (1)
- Pk-12 (1)
- Reading (1)
- Reading framework (1)
- Self-regulation (1)
- Translingual writing (1)
- Vocabulary (1)
- Publication
-
- Faculty Works: EDU (1995-2023) (2)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (1)
- EKU Faculty and Staff Scholarship (1)
- School of Leadership and Education Sciences: Faculty Scholarship (1)
Articles 1 - 6 of 6
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Translanguaging In The Writing Of Emergent Multilinguals, Lydiah Kananu Kiramba
Translanguaging In The Writing Of Emergent Multilinguals, Lydiah Kananu Kiramba
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article discusses the findings of an empirical study that investigated the writing practices in a multilingual, rural, fourth-grade classroom in Kenya. The study was undergirded by Bakhtin’s heteroglossia. Analysis of texts indicated that these emergent multilinguals used multiple semiotic resources to maximize the chances of meeting the communicative goals through translanguaging. However, the translanguaging process in writing was a tension-filled process in terms of language separation and correctness. The emergent multilingual writer went through tensions in the process of finding a balance between authorial intentions and the authoritarian single voicedness required by the school and the national curriculum. The …
The Effect Of A Self-Regulated Vocabulary Intervention On Word Knowledge, Reading Comprehension, And Self-Regulated Learning For Elementary English Language Learners, Qizhen Deng
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
English language learners (ELLs) represent an increasing population in U.S. public schools. Research reports from the past two decades suggest a persistent reading underachievement for ELLs. Academic vocabulary knowledge, due to its frequent use in academic texts, contributes significantly to ELL children’s English language development, reading comprehension, and general academic achievement. However, a gap of vocabulary knowledge exists between ELLs and their mainstream peers. One potential approach to address this issue is to help ELLs become mastery independent and proactive word learners. This study examined the effect of a researcher-led self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated …
An Instructional Framework To Support Content And Language Learning For Ells: B-D-A, Vicky Giouroukakis Ph.D.
An Instructional Framework To Support Content And Language Learning For Ells: B-D-A, Vicky Giouroukakis Ph.D.
Faculty Works: EDU (1995-2023)
The before, during, and after (B-D-A) reading framework is a research-based instructional model that incorporates strategies and activities throughout the reading process to help students interact and learn with text by providing varying degrees of guidance on several levels. The instructional activities and strategies incorporated into lessons before, during, and after reading are essential to active and purposeful learning (Vacca, Vacca, & Mraz, 2014). B-D-A can thus be of special benefit to English language learners (ELLs) who need additional linguistic support as they try to anticipate, comprehend, and apply their textual understanding. Before-reading activities help the teacher activate students’ knowledge, …
Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.
Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.
Faculty Works: EDU (1995-2023)
There is much concern among ESOL, grade level, and content area teachers since the changes to the New York State Commissioner’s Regulations Part 154, which govern programs for PK–12 English language learners (ELLs), have taken effect. The revised regulations have established integrated services in English as a new language (ENL), in which much of the instruction for ELLs takes place in general education classes. Educators throughout the state are filled with apprehension about this shift in practice. There are many misgivings among teachers about several issues: configuring classes for co-teaching, the changing roles and responsibilities of ESOL teachers, having to …
English Language Teaching In China: Teacher Agency In Response To Curricular Innovations, Sarina Chugani Molina
English Language Teaching In China: Teacher Agency In Response To Curricular Innovations, Sarina Chugani Molina
School of Leadership and Education Sciences: Faculty Scholarship
This chapter explores the unique history of English Language Teaching in China, and the role of teacher agency in response to curricular changes. This study employed survey methodology with 72 Chinese English language teachers to understand the ways in which they adapt their curriculum within their local contexts. Interviews with five teachers and one teacher educator selected through purposeful sampling revealed additional factors that contributed to the teachers’ sense of agency. The complexity of the translation of theory into practice is revealed in light of the current ecological systems in which teachers and students are situated.
Learning Benefits Of A Translation Corpus For Novice Asl-English Interpreters, Daniel R. Roush
Learning Benefits Of A Translation Corpus For Novice Asl-English Interpreters, Daniel R. Roush
EKU Faculty and Staff Scholarship
A preliminary review of the literature reveals that Corpus-Based Translation Studies (CTS) is an established area of research/methodology (Kruger, et al, 2011). Corpus-Based Interpreting Studies (CIS) is still emerging (Setton, 2011). Studies within CTS point to positive benefits of using translation corpora in translator education (Beeby, 2009, among others). In CIS, there are few studies that examine the use of corpora in spoken language interpreter education (Tohyama, et al., 2006). The use of corpora in signed language interpreter education appears to be unexplored.