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Plural Production and Perception in Santiago Spanish
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In: Bolyanatz, Mariska Aldora. (2017). Plural Production and Perception in Santiago Spanish. UCLA: Hispanic Languages and Literatures 0426. Retrieved from: http://www.escholarship.org/uc/item/1qv1f2hj (2017)
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| 63 |
Transcultural Digital Literacies and Languages: Global Youth Compose Multiculturalism on the Internet
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| 64 |
Epistemic Congruence as Motivation for Grammar Use: A Study of the Final Suffix kel in Korean Conversation
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Lee, Don. - : eScholarship, University of California, 2017
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In: Lee, Don. (2017). Epistemic Congruence as Motivation for Grammar Use: A Study of the Final Suffix kel in Korean Conversation. UCLA: Asian Languages & Cultures 00A9. Retrieved from: http://www.escholarship.org/uc/item/6tw5j0cv (2017)
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| 65 |
Signs of Our Times: Language Contact and Attitudes in the Linguistic Landscape of Southeast Los Angeles
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Carr, Jhonni. - : eScholarship, University of California, 2017
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| 66 |
Real and Imagined Women's Voices in Russian and Japanese Societies: Media, Self-Perceptions, and Everyday Language Practices
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| 67 |
Signs of Our Times: Language Contact and Attitudes in the Linguistic Landscape of Southeast Los Angeles
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Carr, Jhonni. - : eScholarship, University of California, 2017
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In: Carr, Jhonni. (2017). Signs of Our Times: Language Contact and Attitudes in the Linguistic Landscape of Southeast Los Angeles. UCLA: Spanish 0882. Retrieved from: http://www.escholarship.org/uc/item/3k10h7g5 (2017)
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| 68 |
An Ethnographic Study of Transnational Family Language Policy in Facebook Communities Across Time
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In: Hirsch, Tijana. (2017). An Ethnographic Study of Transnational Family Language Policy in Facebook Communities Across Time. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/5g7379hk (2017)
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| 69 |
Vocabulary Intervention Discourse in Special Education Classroom: What Word?
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In: Kim, Joyce J.(2017). Vocabulary Intervention Discourse in Special Education Classroom: What Word?. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8pr12832 (2017)
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Abstract:
The Every Student Succeeds Act (ESSA, 2015), which replaced the federal government’s education policy called the No Child Left Behind Act (NCLB, 2002), takes full effect in the 2017-2018 school year with renewed focus on accountability systems established by each state. States must have for their middle schools rigorous accountability systems in place (ESSA, 2016; Whitehouse, 2016) at a time when there is a lack of clear direction on the implementation of ESSA for general education, much less for special education (Klein, 2015). In addition, the Common Core State Standards (CCSS, 2016) encourage regular practice with academic vocabulary as school personnel are feeling the “middle school squeeze” (McLaughlin, Glaab, & Carrasco, 2014). In the context of national and state education objectives, students with special needs, English Learners (ELs), or both must navigate the topsy-turvy waters of academic vocabulary on their way to academic achievement. Despite well-established insights about academic vocabulary instruction, Direct Explicit Instruction is not commonplace for 6th graders (Ford-Connors & Paratore, 2014). In their review of 33 studies of vocabulary instruction in 5th grade and beyond, Ford-Connors and Paratore (2014) noted that what is lacking from the literature on contexts for vocabulary instruction are studies that specifically identify what the teacher says or does to create the contexts for word-learning. Perhaps more disheartening is the little research on the relationship between teachers’ instructional talk and students’ vocabulary and comprehension amongst academically at-risk 6th grade students (Silverman et al., 2013). The current study is intended to address the gap in the extant literature on what the teacher says or does to create the contexts for word-learning, particularly in a 6th grade special education classroom. This study investigated classroom discourse practices of teaching academic vocabulary to 6th grade students in special education classrooms in Orange and Blossom Middle Schools in California. Qualitative methods were used, including observation, discourse analysis and document review. Findings included nine teacher talk moves characterized as two different types of initiation and variations of teacher feedback, including teachers’ spontaneous narratives. These spontaneous narratives provided additional contexts for the vocabulary words and increased opportunities for students to orally use the vocabulary words. Furthermore, during the school-year, subtle changes in the speech patterns resulted in one teacher but not in the other. Implications and future directions for teacher training and professional development are discussed.
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Keyword:
Sociolinguistics; Special education; Teacher education; Teacher Talk Moves; Vocabulary Intervention
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URL: http://www.escholarship.org/uc/item/8pr12832
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| 70 |
Quantifying Context and its Effects in Large Natural Datasets
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In: Vinson, David W.(2017). Quantifying Context and its Effects in Large Natural Datasets. UC Merced: Cognitive and Information Sciences. Retrieved from: http://www.escholarship.org/uc/item/93k9q4v6 (2017)
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| 71 |
“They just had such a sweet way of speaking”: Constructed voices and prosodic styles in Kodiak Alutiiq
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| 72 |
Real and Imagined Women's Voices in Russian and Japanese Societies: Media, Self-Perceptions, and Everyday Language Practices
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In: Konstantinovskaia, Natalia. (2017). Real and Imagined Women's Voices in Russian and Japanese Societies: Media, Self-Perceptions, and Everyday Language Practices. UCLA: Asian Languages & Cultures 00A9. Retrieved from: http://www.escholarship.org/uc/item/76r9w0zr (2017)
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| 73 |
“They just had such a sweet way of speaking”: Constructed voices and prosodic styles in Kodiak Alutiiq
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In: Fine, Julia Coombs. (2017). “They just had such a sweet way of speaking”: Constructed voices and prosodic styles in Kodiak Alutiiq. 0035: Linguistics. Retrieved from: http://www.escholarship.org/uc/item/6fx4t8c5 (2017)
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| 74 |
Learning to be “Good”: The Ethics of Socialization and the Socialization of Ethics in Amman, Jordan
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In: Welji, Haleema. (2017). Learning to be “Good”: The Ethics of Socialization and the Socialization of Ethics in Amman, Jordan. UC San Diego: Anthropology. Retrieved from: http://www.escholarship.org/uc/item/4403h3qk (2017)
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| 75 |
Prosodic effects of code-switching in Spanish-Basque bilinguals
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In: Aly, Ann Marie. (2017). Prosodic effects of code-switching in Spanish-Basque bilinguals. UCLA: Linguistics 0510. Retrieved from: http://www.escholarship.org/uc/item/1pz4v3bn (2017)
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| 76 |
Studies in Merovingian Latin Epigraphy and Documents
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In: Lemay, Eloise. (2017). Studies in Merovingian Latin Epigraphy and Documents. UCLA: Indo-European Studies 0450. Retrieved from: http://www.escholarship.org/uc/item/7nq9b68r (2017)
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| 79 |
Attune With Baby: An Innovative Attunement Program for Parents and Families With Integrated Evaluation
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In: Dissertations & Theses (2017)
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| 80 |
Erfolg durch Stereotype in der Sprache : Menschen mit und ohne Migrationshintergrund in 'Türkisch für Anfänger' [Online resource]
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In: Acta Facultatis Philosophicae Universitatis Ostraviensis / Studia Germanistica 12 (2017) 21, 21-28
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Linguistik-Repository
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