Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Assess (1)
- Best practices (1)
- Bilingual (1)
- Bilingual education (1)
- Bilingual programs (1)
-
- Bilingual studies (1)
- Bilingualism (1)
- Biliteracy (1)
- Biliterate (1)
- Children’s literature (1)
- Current research (1)
- DLP (1)
- Discourse structures (1)
- Diverse (1)
- Dual-language (1)
- Ethnic diversity (1)
- Ethnicity (1)
- Grammatical (1)
- HMP (1)
- Heritage language (1)
- Heritage maintenance (1)
- Inclusion (1)
- Instruction (1)
- Maintenance programs (1)
- Pragmatics (1)
- Semantics (1)
- Strategies (1)
- Students (1)
- Syntax (1)
- Transitional (1)
Articles 1 - 2 of 2
Full-Text Articles in Early Childhood Education
The Prevalence And Importance Of Ethnic Diversity In Children’S Literature, Rose Schewe
The Prevalence And Importance Of Ethnic Diversity In Children’S Literature, Rose Schewe
Senior Honors Theses
Despite the complicated past of ethnic censorship, ethnic diversity has a prominent role in children’s literature published in the United States because diversity is accurately representative of the culture in which today’s young readers live. Children’s literature has advanced in terms of ethnic diversity in recent decades, but obstacles that prevent the stories of various minority groups from being told continue to exist. In order for all children to feel properly included in the literary world, children must be given the opportunity to see both people who are different from them as well as people who bear similarities to themselves …
Promoting Student Success: Bilingual Education Best Practices And Research Flaws, Lillian Fassero
Promoting Student Success: Bilingual Education Best Practices And Research Flaws, Lillian Fassero
Senior Honors Theses
This paper first determines the benefits which bilingual education offers and then compares transitional, dual-language, and heritage language maintenance programs. After exploring the outcomes, contexts, and practical implications of the various bilingual programs, this paper explores the oversight in most bilingual studies, which assess students’ syntax and semantics while neglecting their understanding of pragmatics and discourse structures (Maxwell-Reid, 2011). Incorporating information from recent studies which question traditional understandings of bilingualism and argue that biliteracy requires more than grammatical and vocabulary instruction, this paper proposes modifications in current research strategies and suggests best practices for transitional, dual-language, and heritage maintenance programs.