| 1 |
Teacher Education and Refugee Students
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In: Faculty Contributions to Books (2019)
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| 2 |
A Grounded Theory Investigation of Supervisors’ Perspectives on Multicultural Strength-based Supervision
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In: ETD Archive (2019)
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| 3 |
Acculturation Experiences of Asian Indian Immigrant Math and Science Teachers in a K-12 Urban School District in Ohio
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In: ETD Archive (2019)
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| 4 |
Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations
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In: Dissertations & Theses (2019)
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| 5 |
The Use of Word Games to Enhance the Vocabulary of Sixth Grade Students
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In: Dissertations (2019)
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| 6 |
Entrepreneurs’ Learning Skills and Strategies as Represented in the PIAAC Survey Empirical Research
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In: Adult Education Research Conference (2019)
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| 7 |
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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| 8 |
The Impact of Math Vocabulary on Conceptual Understanding for ELLs
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In: Networks: An Online Journal for Teacher Research (2019)
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| 9 |
Rags to Riches: One Migrant Worker's Journey to Educational Triumph
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In: Educational Considerations (2019)
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| 10 |
Perceptions of Tennessee Employees in Higher Education and K-12 working with Confucius Institutes
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In: Electronic Theses and Dissertations (2019)
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| 11 |
The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students
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In: Theses, Dissertations and Capstones (2019)
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| 12 |
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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| 13 |
No.7, March 2019: Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion
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In: Education and Policy Briefs (2019)
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| 14 |
Strengthening Spanish-Speaking English Learners’ Acquisition of English by Supporting Cross-Language Transfer During Early Childhood
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In: Award Winners (2019)
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Abstract:
In the United States, Spanish-speaking English Learners (ELs) represent a growing and significant portion of the student population. ELs require targeted instructional strategies and classroom environments in order to fully acquire language and learn content. Studies in bilingual and second language education have demonstrated how students’ native language (i.e., first language, or “L1”), once believed to be a limitation that should be kept separate from students’ use of the target language, can instead serve as an asset benefitting English acquisition. However, educators who are unfamiliar with Spanish and components of language transfer may not be able to fully support students in this endeavor. In the US, “less than 3% of educators have a specialization for teaching English learners and only 38% of teachers report having coursework regarding this population of students” (Cárdenas-Hagan, 2018 p. 14). Even if instructors are not fluent in a student’s L1, “it is necessary to explore, understand, and integrate the commonalities between the native language and English,” (2018, p. 20). With the proper supports and training, teachers can recognize and encourage students’ native language use in the classroom in order to facilitate cross-language transfer of linguistic, academic, and cognitive concepts to strengthen ELs’ success in school. Emphasis is given to the areas of vocabulary knowledge and phonological awareness as avenues for cross-language transfer in Prekindergarten to 1st grade. This project proposes the development of a website reference guide and in-service training to empower teachers to better support their ELs by building on their linguistic strengths.
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Keyword:
and Multicultural Education; Bilingual; cross-language transfer; Education; English Learners; Multilingual; native language usage; second language learning; teacher preparation
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URL: https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1012&context=coeawardwinners
https://scholarworks.gvsu.edu/coeawardwinners/12
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| 15 |
Intersections at a Multiethnic High School: C3WP Meets Culturally Relevant and Sustaining Pedagogy
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In: Language Arts Journal of Michigan (2019)
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| 16 |
Teachers’ Critical Reflections on using the NYSED Bilingual Common Core Progressions and Implications and their use for the Quality of Multilingual Learners’ Instruction
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In: Journal of Multilingual Education Research (2019)
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| 17 |
In the Midst but Nowhere--- Narrative Inquiry into Expereince of Chinese Hui Ethnic Minority in Ningxia, China
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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| 18 |
The Centrality of Intercultural Communication in the 21st Century’s Liberal Arts Curriculum
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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| 19 |
Reaching English Learner (EL) Families Through a Bilingual Family Literacy Program
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In: National Youth Advocacy and Resilience Conference (2019)
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| 20 |
Preparing Culturally Responsive Educators in the 21st Century: White Pre-service Teachers Identification of Unearned Privileges
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In: Georgia Educational Researcher (2019)
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