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Breaking it down: a study of morphological awareness in the English reading processes of linguistically diverse middle school students
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Investigating scaffolding strategies for promoting reasoning-based, collaborative discourse with linguistically diverse learners in the mainstream classroom
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Teacher Education and Refugee Students
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In: Faculty Contributions to Books (2019)
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The impact of college students’ motivational orientations and the social dimension of emotional intelligence in their willingness to study abroad
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In: Scholarship and Professional Work - LAS (2019)
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Negotiating the boundaries of parental school engagement: the role of social space and symbolic capital in urban teachers' perspectives
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A Validation Program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey: A Measure of Adolescents' Motivation Toward Writing
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2019)
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Fingerspelling and the Appropriation of Language: The Shifting Stakes of a Practice of Signs
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In: ISSN: 0302-1475 ; Sign Language Studies ; https://hal.archives-ouvertes.fr/hal-02914447 ; Sign Language Studies, Gallaudet University Press, 2019, 19 (4), pp.565-605. ⟨10.1353/sls.2019.0011⟩ (2019)
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From Gesture to Sign: Sign Language Dictionaries and the Invention of a Language
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In: ISSN: 0302-1475 ; Sign Language Studies ; https://hal.archives-ouvertes.fr/hal-02914444 ; Sign Language Studies, Gallaudet University Press, 2019, 20 (1), pp.41-82. ⟨10.1353/sls.2019.0014⟩ (2019)
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Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre
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In: Erdocia, Iker orcid:0000-0003-2459-1346 (2019) Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre. Current Issues in Language Planning, 20 (3). pp. 284-308. ISSN 1466-4208 (2019)
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Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language
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Ní Aogáin, Sylvaine. - : Dublin City University. School of Language, Literacy, & Early Childhood Education, 2019
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In: Ní Aogáin, Sylvaine (2019) Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language. PhD thesis, Dublin City University. (2019)
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Let's talk! An interactive intervention to support children language development
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In: Evangelou, Maria orcid:0000-0002-6728-7160 and Lake, Gillian orcid:0000-0002-4315-1971 (2019) Let's talk! An interactive intervention to support children language development. European Early Childhood Education Research Journal, 27 (2). pp. 221-240. ISSN 1350-293X (2019)
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“Céad Míle Fáilte”? Parental involvement: the varied experiences of immigrant parents in Irish primary schools
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Horan, Anne. - : Dublin City University. School of Human Development, 2019
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In: Horan, Anne (2019) “Céad Míle Fáilte”? Parental involvement: the varied experiences of immigrant parents in Irish primary schools. Other thesis, Dublin City University. (2019)
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Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland
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In: Ćatibušić, Bronagh, Gallagher, Fiona orcid:0000-0002-7865-1757 and Karazi, Shadi (2019) Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland. International Journal of Inclusive Education, 25 (1). pp. 22-39. ISSN 1360-3116 (2019)
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Beyond ESOL provision: perspectives on language, intercultural and integration support for Syrian refugees in Ireland
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In: Ćatibušić, Bronagh, Gallagher, Fiona orcid:0000-0002-7865-1757 and Karazi, Shadi (2019) Beyond ESOL provision: perspectives on language, intercultural and integration support for Syrian refugees in Ireland. In: Mishan, Freda, (ed.) ESOL Provision in the UK and Ireland: Challenges and Opportunities. Language, Migration and Identity, 2 . Peter Lang Ltd, Oxford, UK. ISBN 978-1-78874-373-0 (2019)
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Abstract:
This chapter is the second in this volume (the first being Chapter 5) to report on a research project investigating language and intercultural support for Syrian refugees who are being resettled in towns across Ireland under the Irish Refugee Protection Programme (IRPP). Based on the perspectives of ESOL providers, resettlement workers, representatives of NGOs and organizations involved in the IRPP, as well as community-based service providers and volunteers, it explores the language and intercultural supports available to Syrian refugees beyond the official provision of English language training. Its findings indicate the need for intercultural training for those working with refugees, appropriate responses to refugees’ diverse needs, and support for sustainable integration in host communities. Emerging linguistic and cultural challenges faced by Syrian refugees in relation to employment, education, and social inclusion are discussed; the findings of this research point to the need for clear policy on refugee resettlement in Ireland.
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Keyword:
Education; Language; Migration
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URL: http://doras.dcu.ie/23893/
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Chinese writing composition among CFL learners: a comparison between handwriting and typewriting
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In: Zhang, Qi orcid:0000-0002-1061-4036 and Min, Ge (2019) Chinese writing composition among CFL learners: a comparison between handwriting and typewriting. Computers and Composition, 54 . ISSN 8755-4615 (2019)
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