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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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184 |
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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189 |
Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
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190 |
Language Ideologies and the Intercultural Universities in Mexico: San Felipe del Progreso and Ixhuatlán de Madero
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191 |
Exploring Vocabulary Knowledge and Home Language Experiences on Aspects of Young Children’s Oral Explanatory Discourse Skills
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192 |
Examining Practices in the Initiation of a Teacher Preparation Networked Improvement Community
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193 |
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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Abstract:
Due to the COVID-19 pandemic, many schools halted in-person education in 2020 and switched their instructional delivery method to distance learning. Sudden changes in the learning format may present challenges for students with developmental disabilities, who need specialized instructions with carefully planned programming. Distance learning from home naturally requires more involvement from parents; however, culturally and linguistically diverse parents need proper accommodations to be effective collaborators to teachers. A high percentage of Korean American families are first-generation immigrants with limited English proficiency. They have faced systematic barriers and discrimination before and during COVID-19, including in schools and research. Using a social-justice oriented transformative framework, the current study explored barriers and facilitators related to distance learning among Korean American parents of students with developmental disabilities through parent interviews. The study was offered in English and Korean to accommodate families’ language preferences, and community engagement methods were used throughout the research process. Participants were all first-generation immigrant mothers with school age children with developmental disabilities. Qualitative analysis of interview transcripts revealed that participants were concerned about their children’s class participation, behavioral and mental health issues, lack of social opportunities, and inappropriate class levels. Although extremely stressed from burdens at home, Korean immigrant mothers reported that distance learning demystified American classrooms and led them to be more involved in their children’s education. All participants used the KakaoTalk app to communicate with their friends and family; however, none of the schools used this app to reach out to Korean families. Participants appreciated educators that listened to parental concerns and included students during class. However, schools rarely provided cultural accommodations, and some parents experienced discrimination from service providers. Parents in areas with no Korean families around them reported feeling isolated. Participants faced barriers on multiple levels due to their unique situations: 1) raising children during a pandemic, 2) having children with developmental disabilities, and 3) being first-generation immigrants from Korea. Recommendations include collaborating with mediators who are fluent in both English and families’ languages, understand cultural differences and have expertise in developmental disabilities to improve school-family communications and research participation of culturally diverse families.
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Keyword:
COVID-19; culture; developmental disabilities; distance learning; Education; Korean; Psychology
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URL: https://escholarship.org/uc/item/3c57n8nf
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199 |
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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