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The Effectiveness of Corpus-Aided Instruction Using Lexical Bundles to Improve Academic Writing in Instructed Second Language Acquisition: A Multimethod Research Design
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1556003595087828 (2019)
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Teaching Language and Culture Through Online Ethnographic Explorations
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513 (2019)
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Aufgaben zur Beobachtung und Förderung - am Beispiel des Schriftspracherwerbs
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In: Bartnitzky, Horst [Hrsg.]; Hecker, Ulrich [Hrsg.]; Lassek, Maresi [Hrsg.]: Individuell fördern - Kompetenzen stärken in der Eingangsstufe (Kl. 1 und 2). 2., ergänzte Auflage. Frankfurt am Main : Grundschulverband - Arbeitskreis Grundschule e.V. 2019, S. 45-55. - (Beiträge zur Reform der Grundschule; 134) (2019)
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Dramapädagogik-Tage 2018. Conference proceedings of the 4th annual conference on performative language teaching and learning ; Drama in education days 2018
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In: 2019, 123 S. (2019)
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Chilla, Solveig / Niebuhr-Siebert, Sandra: Mehrsprachigkeit in der Kita. Grundlagen - Konzepte - Bildung. Stuttgart: Kohlhammer 2017 (224 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 18 (2019) 4 (2019)
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Inklusive Sprach(en)bildung. Ein interdisziplinärer Blick auf das Verhältnis von Inklusion und Sprachbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 154 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2019)
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Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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A ONE-SEMESTER FORM-FOCUSED INTERVENTION ON THE DEVELOPMENT OF SPEAKING PROFICIENCY ...
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English for Speakers of Other Languages (ESOL) Teacher Experiences with Newcomer Students at the Secondary Level: A Phenomenological Study
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In: Doctoral Dissertations and Projects (2019)
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Дистанционный курс письменной коммуникации по немецкому языку как иностранному
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In: Nauchnyy Dialog / Scientific Dialogue ; 10 ; 324-333 (2019)
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| 11 |
Принципы организации смешанного курса по немецкому языку как иностранному на платформе Moodle
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In: Nauchnyy Dialog / Scientific Dialogue ; 4 ; 340-352 (2019)
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Teacher Perceptions and Education Practice for English Language Learners
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In: NERA Conference Proceedings 2019 (2019)
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Aquisição bilíngue libras-português por uma criança CODA ; Bilingual learning of brazilian sign language and portuguese by a CODA child
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Brancalione, Aline. - : Universidade Tecnológica Federal do Paraná, 2019. : Pato Branco, 2019. : Brasil, 2019. : Programa de Pós-Graduação em Letras, 2019. : UTFPR, 2019
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Improving the Learning Experiences of English Language Learners in International Schools
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In: The Organizational Improvement Plan at Western University (2019)
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Abstract:
This Organizational Improvement Plan (OIP) aims to improve the learning experiences of English Language Learners (ELLs) in international schools. It is framed around a Problem of Practice (PoP), which is based on concerns pertaining to ELLs’ English language acquisition difficulties and the limited incorporation of ELLs’ linguistic and cultural diversity. Central to this OIP is developing a desired state, which is proposed to improve ELLs’ inclusiveness. This OIP has been viewed through the lens of critical theory, relative to educational equity, and it is informed by sociocultural theory in relation to language learning within social contexts. An Internationally Minded Leadership Model, comprised of both transformational leadership and inclusive leadership, framed around international mindedness, and linguistically and culturally inclusive practices, has been developed for this OIP. Internal and external change drivers, encompassing increased ELL enrolment and difficulties in English language acquisition, have necessitated changes in order improve ELLs’ learning experiences. Nadler and Tushman’s Congruence Model (1980, 1989) frames the critical organizational analysis, which is informed by the Rate the Organization’s Readiness for Change Questionnaire and a force field analysis to gauge change readiness. Moreover, a blended change framework, which combines Cawsey, Deszca and Ingols’ (2016) Change Path Model and Kotter’s (1996, 2012) Eight-Stage Process, has been utilized to guide the development of the change implementation and communication plans, framed around the PoP’s chosen solution. Furthermore, the PDSA cycle serves to monitor and evaluate the change process for this OIP.
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Keyword:
Critical Theory; Education; Educational Leadership; English Language Learners; Heritage Language; Inclusive leadership; International Mindedness; Language Acquisition; Linguistic and Cultural Inclusion; Sociocultural Theory; Transformational Leadership
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1103&context=oip
https://ir.lib.uwo.ca/oip/62
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