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Hits 201 – 215 of 215

201	"You Can't Be Creative Anymore": Students Reflect on the Lingering Effects of the Five-Paragraph Essay
	Gray, Jennifer P
	In: Teaching/Writing: The Journal of Writing Teacher Education (2014)
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202	Free and Open Source Tools (FOSTs): An Empirical Investigation of Pre-Service Teacher’s Competency, Attitude, and Pedagogical Intention.
	Asing-Cashman, Joyce G; Gurung, Binod; Limbu, Yam...
	In: Departmental Papers (TE) (2014)
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203	Teachers Fostering the Co-Development of Science Literacy and Language Literacy with English Language Learners
	Carrejo, David J; Reinhartz, Judy
	In: Departmental Papers (TE) (2014)
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204	Bilingualism as a Meaning-Making Resource for Learning Engineering
	Esquinca, Alberto; Mein, Erika L; Villa, Elsa Y...
	In: Departmental Papers (TE) (2014)
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205	Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
	De La Piedra, Maria T.; Araujo, Blanca; Esquinca, Alberto
	In: Departmental Papers (TE) (2014)
	Abstract: The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ languages, including translanguaging, is recognized and validated. We illustrate how the teacher, Ms. O, guides students to use strategies and meaning-making tools in both languages to construct meanings of the science content. We also demonstrate how she scaffolds students’ language development, develops students’ higher-order thinking, and involves all students in constructing understanding. We end with a discussion and suggestions for dual-language teaching.
	Keyword: Teacher Education and Professional Development
	URL: https://scholarworks.utep.edu/teacher_papers/138 https://www.tandfonline.com/doi/abs/10.1080/15235882.2014.934970
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206	Methods for the Ethnography of Communication: Language in Use in Schools and Communities
	Weinger, Judith Kaplan; Ullman, Char
	In: Departmental Papers (TE) (2014)
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207	Creating an Equitable Classroom Environment: A Case Study of a Preservice Elementary Teacher Learning What It Means to "Do Inquiry"
	Villa, Elsa Y
	In: Departmental Papers (TE) (2014)
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208	Culturally responsive teaching and texts to authentically engage Latino students in mainstream and bilingual classrooms
	Oberg De La Garza, Tammy; Lavigne, Alyson Leah
	In: Teacher Education and Leadership Faculty Publications (2014)
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209	Exploring Language Teachers’ Evolving Conceptualizations of Language Variation
	LaFond, Larry L.; Dogancay-Aktuna, Seran
	In: Studies in Literature and Language; Vol 8, No 3 (2014): Studies in Literature and Language; 5-14 ; 1923-1563 ; 1923-1555 (2014)
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210	Enseñar a aprender gramática: la gradación de los adjetivos desde un enfoque comunicativo
	Cano Vela, Ángel Gregorio. - : Universitat Politècnica de València, 2014
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211	LITERARY CLINIC: GLOBAL LITERATURES AND ENGLISH TEACHER EDUCATION IN BRAZIL
	Malia Spofford XAVIER
	In: Signum: Estudos da Linguagem, Vol 17, Iss 1, Pp 347-370 (2014) (2014)
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212	AFFECTIVE-CULTURAL BONDING WITH THE ENGLISH LANGUAGE – THE GREAT CHALLENGE
	Joana de SÃO PEDRO; Denilson Amade SOUSA
	In: Signum: Estudos da Linguagem, Vol 17, Iss 1, Pp 298-321 (2014) (2014)
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213	Perguntas de leitura na prática docente em sala de apoio
	Cristiane Malinoski Pianaro Angelo; Renilson José Menegassi
	In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 3, Pp 661-688 (2014) (2014)
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214	NEW LITERACIES: CURRENT PERSPECTIVES ON TEACHING ENGLISH AS A FOREIGN LANGUAGE
	Andréa Machado de Almeida Mattos
	In: Signum: Estudos da Linguagem, Vol 17, Iss 1, Pp 102-129 (2014) (2014)
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215	Exploring Reflexivity and Multilingualism in Three French Language Teacher Education Programs
	Byrd Clark, Julie; Mady, Callie; Vanthuyne, Adrienne
	In: Canadian Journal of Applied Linguistics; Vol. 17 No. 1 (2014); 129-155 ; Revue canadienne de linguistique appliquée; Vol. 17 No. 1 (2014); 129-155 ; 1920-1818 ; 1481-868X (2014)
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