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Faire preuve de créativité pour améliorer ses compétences langagières - L'exemple de l'atelier slam en classe de langue
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In: La créativité dans le champ de l’enseignement et de la médiation : quels objets d’enseignement, quelles compétences, quels dispositifs ? ; https://hal.archives-ouvertes.fr/hal-03175506 ; La créativité dans le champ de l’enseignement et de la médiation : quels objets d’enseignement, quelles compétences, quels dispositifs ?, LINE (Nice), Mar 2021, Nice, France ; https://creativite2021.sciencesconf.org/program (2021)
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Accommodation communicative et conflit linguistique en contexte d'apprentissage du créole langue étrangère
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In: Kréolistika ; https://hal.archives-ouvertes.fr/hal-03426101 ; Kréolistika, 2021, Enseignement du créole dans la Caraïbe et l'océan Indien – État des lieux ; https://www.scitep.fr/collection/academique/revue-kreolistika/ (2021)
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Penser l’accompagnement des mineurs non accompagnés en France dans un contexte informel : Un point de vue sociolinguistique
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In: ISSN: 1958-5772 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle ; https://hal.archives-ouvertes.fr/hal-03456570 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle, Association des chercheurs et enseignants didacticiens des langues étrangères 2021, 18-2 (18-2), ⟨10.4000/rdlc.8888⟩ (2021)
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Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner
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Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals
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In: Journal of Pedagogy, Pluralism and Practice, vol 9, iss 1 (2021)
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An analysis of the features of words that influence vocabulary difficulty. https://www.mdpi.com/2227-7102/9/1/8
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Parachuting into Private Christian Schools: The Educational Experiences of International High School Students at US Parochial Schools
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Abstract:
In this qualitative comparative case study, I investigated the educational experiences of international students at two private Christian schools in Southern California, focusing on their positioning, curricular experiences, and systemic supports. I found that school personnel positioned international students into three categories: exceptional, normative, and at-risk based primarily on international students’ perceived linguistic and intercultural capital. School personnel positioned those international students who used their linguistic and intercultural capital to integrate into the dominant American culture of the school as exceptional, those who did not integrate but received passing grades and socialized with other international students as normative, and those who demonstrated little interest in academics or socializing as at-risk. Domestic students positioned international students who used their linguistic and intercultural capital to integrate into the dominant American culture of the school as social insiders—befriending them and interacting with them in and out of class, while those who did not integrate, they positioned as outsiders—ignoring them, criticizing their allegedly poor English proficiency, or only minimally interacting with them in assigned group work. I observed de facto segregation between international and domestic students at both sites, evidenced by their seating arrangements and socialization in class, chapel, lunch, and other settings.International students demonstrated engagement in classes where teachers articulated clear learning and language objectives for each lesson, involved students in active learning, and employed dialogic instruction. International students demonstrated disengagement in classes where teachers did not articulate clear learning and language objectives and positioned students as passive learners through an over-reliance on lecture, video watching, and IRE-style discussion.Although international students at both sites expressed respect and appreciation for their teachers and classmates, those at Elmshaven benefitted from a mutually supportive system that school personnel and students co-constructed, which lent positive synergy to their efforts and promoted authentic caring between them. Meanwhile, Fremont’s culture prized individual effort, not mutual support. It functioned only inconsistently as a mutually supportive system, as its personnel worked in parallel, not cooperation, resulting in much negative synergy, overwork, personnel turnover, and a culture that tended to promote aesthetic caring.
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Keyword:
Capital; Education; Educational Experiences; Educational sociology; International Secondary Students; Parachute Kids; Positioning; Private Christian Schools; Sociolinguistics
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URL: https://escholarship.org/uc/item/2z02w9tv
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189 |
Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
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Language Ideologies and the Intercultural Universities in Mexico: San Felipe del Progreso and Ixhuatlán de Madero
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Exploring Vocabulary Knowledge and Home Language Experiences on Aspects of Young Children’s Oral Explanatory Discourse Skills
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Examining Practices in the Initiation of a Teacher Preparation Networked Improvement Community
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Language Management in Diaspora: Tu’un Nda’vi, Spanish, English, Constricted Agency, and Social Capital in a Oaxacan Indigenous Diasporic Community
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“If I’d Heard That Earlier, It Would Have Changed My Academic Experience”: Connections Between Language Brokering and Undergraduate Academic Writing
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“Vamos Juntos en Esto”: Peer Interaction and Affordances for Language Development among Adolescent Newcomers in Language and Content Classrooms
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Lang, Nora W. - : eScholarship, University of California, 2021
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Evaluation of the Asian Smokers' Quitline: A Centralized Service for a Dispersed Population.
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In: American journal of preventive medicine, vol 60, iss 3 Suppl 2 (2021)
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An Interdisciplinary Analysis of the Concept of Percent
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Tomson, Ayme. - : eScholarship, University of California, 2021
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Distance Learning Experience of Korean American Parents of Children with Developmental Disabilities During the COVID-19 Pandemic
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Evaluating Early Head Start: Health Impacts, Academic Achievement, and Partnership Programs
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Alluvial Hope: The Transformative Practices of Placemaking at a Montana Tribal College
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