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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...12 Hits 1 – 20 of 239 1 Grammatik für die Schule Elsner, Daniela (Herausgeber); Döring, Sandra (Herausgeber). - Hamburg : Buske, 2021 BLLDB UB Frankfurt Linguistik Show details 2 Language education in the school curriculum : issues of access and equity Chen, Honglin; Black, Stephen; Cruickshank, Ken. - Sydney : Bloomsbury Academic, 2021 BLLDB UB Frankfurt Linguistik Show details 3 Systemic Functional Linguistics and Its Application to the Study of Academic Conference Presentations Viera, Carolina; Taboada, Maite In: World Languages Faculty Publications and Presentations (2021) BASE Show details 4 Factors Associated with Novice General Education Teachers’ Preparedness to Work with Multilingual Learners: A Multilevel Study Deng, Qizhen; Kananu Kiramba, Lydiah; Mitchell Viesca, Kara In: Literacy, Language, and Culture Faculty Publications and Presentations (2021) BASE Show details 5 Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals Brouillette, Liane; Greenfader, Christa; Vanamburg, Shelly In: Journal of Pedagogy, Pluralism and Practice, vol 9, iss 1 (2021) BASE Show details 6 Examining Practices in the Initiation of a Teacher Preparation Networked Improvement Community Sandoval, Carlos. - : eScholarship, University of California, 2021 BASE Show details 7 Culturally Sustaining Pedagogy into Practice: Elementary School Teachers’ Implementation of CSP in Their Classrooms Munzer, Alison K. - : eScholarship, University of California, 2021 BASE Show details 8 Linguistic Features of Formative Feedback on ESL Argumentative Writing: Comparing Pre-service and Experienced Teachers Voegelin, Cristina; Keller, Stefan Daniel In: Issues in Applied Linguistics, vol 22, iss 0 (2021) BASE Show details 9 Deutsch als Zweitsprache - Forschungsfelder und Ergebnisse : Beiträge aus den 14. und 15. Workshops "Deutsch als Zweitsprache, Migration und Mehrsprachigkeit" 2018 und 2019 Scherger, Anna-Lena (Herausgeber); Lütke, Beate (Herausgeber); Müller, Anja (Herausgeber). - Stuttgart : Fillibach bei Klett, 2021 BLLDB UB Frankfurt Linguistik Show details 10 Understanding Teachers’ Professional Development Through their Interactions with Resources: a Multilingual Project Trouche, Luc In: Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education ; https://hal.archives-ouvertes.fr/hal-03090727 ; Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA, Jun 2021, Mazatlan, Mexico. pp.143-154, ⟨10.51272/pmena.42.2020-8⟩ ; https:/doi.org/10.51272/pmena.42.20 (2021) BASE Show details 11 Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies Mary, Latisha; Lemoine Bresson, Veronique; Choffat-Dürr, Anne In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021) BASE Show details 12 Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project Van Winkle, Kristina A. In: All Antioch University Dissertations & Theses (2021) Abstract: Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd. Keyword: action research; adaptive challenges; Adult and Continuing Education; African American Studies; and Multicultural Education; and Sexuality Studies; Bilingual; coaching; Curriculum and Instruction; Curriculum and Social Inquiry; education; Educational Leadership; Educational Methods; Educational Psychology; English Language and Literature; Ethnic Studies; Feminist; Gender; Global competence; globally responsive pedagogy; Higher Education; Indigenous Studies; Language and Literacy Education; learning; Multilingual; Other Education; positive deviance; Reading and Language; Social and Philosophical Foundations of Education; Teacher Education and Professional Development; teaching; technical challenges URL: https://aura.antioch.edu/etds/719 https://aura.antioch.edu/cgi/viewcontent.cgi?article=1731&context=etds BASE Hide details 13 Pre-Service Teachers' Conceptions of Culturally and Linguistically Responsive Practices for English Learners ... : University of Virginia, 2021 BASE Show details 14 Preparing Student Teachers of Languages to Promote Plurilingual Competence ... Rückl, Michaela. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 15 A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education ... Cutrim Schmid, Euline. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 16 Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ... null. - : :null, 2021 BASE Show details 17 Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ... Bölükbaşı, Yasemin. - : Open Science Framework, 2021 BASE Show details 18 Measuring Equity Mindsets and Improvisational Practices Through Language Patterns in Equity Simulations ... Littenberg-Tobias, Joshua. - : Open Science Framework, 2021 BASE Show details 19 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 20 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details Page: 1 2 3 4 5...12

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