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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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Abstract:
This research aims to explore whether the “Céad Míle Fáilte” (a hundred thousand welcomes) as a popular greeting has been the reality for the immigrant parents as they navigate the Irish educational system and the primary schools which their children attend. It also considers whether newcomer parents are being welcomed into primary schools and recognised as a group who may be experiencing cultural and linguistic barriers which militate against their involvement in their child’s education. Bourdieus’ work on capitals (1986) is used to examine the linguistic, social and cultural barriers which make it more difficult for immigrant parents to become involved in their children’s education. An explanation of systematic prejudice is proffered in the context of Ireland’s postcolonial legacy. Misrecognition of this group of parents in schools and in the community is discussed, and it is asserted that a lack of immigrant parental involvement serves to place newcomer children at risk of educational disadvantage when compared with their indigenous peers. Semi-structured interviews with the participant mothers show a deficit of provision due to the lack of political status of the Eastern European mothers when compared to the assistance provided to the African mothers, all of whom came to Ireland as asylum seekers. An urban - rural divide is also evident in the reported ease of contact and communication with teachers and schools. It is asserted that many challenges experienced by immigrant parents could be alleviated if political will extended beyond the provision of English language support. Relationships between schools, communities and immigrant parents must be improved, and parents welcomed in a new manner, with the acknowledgement that, without their involvement in their children’s education, the children cannot flourish in the same way as their non-immigrant peers.
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Keyword:
Education; Parental Involvement; Primary Schools; Welcome
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URL: http://doras.dcu.ie/23658/
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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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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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