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Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
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| 2 |
The effects of learning lexical chunks on the English writing proficiency of Chinese-speaking tertiary students in Australia
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In: Theses: Doctorates and Masters (2020)
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DRAMA APPLIED TO CONTENT-BASED INSTRUCTION IN ELEMENTARY EDUCATION
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In: Graduate Student Theses, Dissertations, & Professional Papers (2020)
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Classification Accuracy of a Self-Report Proficiency Assessment for Spanish-English Bilingual Speakers
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| 5 |
We Carve the River by Propelling: An Intergenerational Narrative on the Influence of Texas Bilingual Policy on the Lives and Practices of Three Mexican-American Educators
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| 6 |
Reaching Below Level ELL’s Reading Comprehension
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In: Journal of Practitioner Research (2018)
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| 7 |
Exploring the Experiences of High School Refugee English Language Learners
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In: Honors Theses at the University of Iowa (2018)
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| 8 |
An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
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In: Reports (2017)
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| 9 |
Predictors of Behavior Problems in the Context of Peer Play Interactions: A Sample of Low-Income Latino Preschoolers
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In: Graduate Theses and Dissertations (2017)
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| 10 |
Booking It: Reading Behavior In The Literate Lives Of Middle Schoolers
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| 11 |
Aboriginal Language and School Outcomes: Investigating the Associations for Young Adults
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In: The International Indigenous Policy Journal (2017)
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| 12 |
Miýo-pimātisiwin Developing Indigenous Cultural Responsiveness Theory (ICRT): Improving Indigenous Health and Well-Being
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In: The International Indigenous Policy Journal (2017)
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| 13 |
Competing Purposes: Mother Tongue Education Benefits Versus Economic Interests in Rural Zimbabwe
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In: The International Indigenous Policy Journal (2017)
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| 14 |
Teachers' Conceptualization of Diversity, Teaching, and Learning In a Culturally Responsive School
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In: Honors Theses at the University of Iowa (2017)
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| 15 |
Starting World Languages in Elementary Schools
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In: Graduate Student Theses, Dissertations, & Professional Papers (2017)
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Abstract:
This study addresses the position in which elementary school teachers find themselves when they recognize the benefits of bilingualism but are limited in being able to provide second language (L2) instruction. It seeks to answer the following questions: How many elementary school teachers in Montana have added a L2 component to their instruction? How likely are those teachers to turn to the Internet for materials and resources in order to add a L2 component to their instruction? What do elementary school teachers expect from those online materials? What L2 materials are available online and how can they be used? What should online L2 materials/resources be like based on the principles and best practices in the field of L2 teaching as established by the American Council on the Teaching of Foreign Languages (ACTFL)? In this study, I review the research on additive bilingualism in elementary school children and find that learning a second language has inherent cognitive, academic, and affective benefits. Also, I review how language can be taught effectively through various perspectives to language and language learning. I conducted a survey of public Kindergarten, 1st grade, and 2nd grade teachers in Montana and found that almost half of them were already trying to include a L2 component in their teaching. A very limited number of these teachers had a trained second language educator at their school, and because of this, many turn to online resources to help them. Almost all the participants were receptive to the idea of a free, online resource that would teach one or more world languages in an engaging, relevant way. Therefore, I analyzed online second language resources available for teachers who do not already speak the language and found that all of them lacked the discursive feature that characterizes classroom dynamics. The resources, both for free and for a price, had a lack of focus on instructing students how to ask the questions themselves. I finish this paper by addressing this need. I propose a new resource that seeks to address the shortcomings of the resources reviewed. The proposal for the proposed resource takes into consideration the feedback received from the teachers during the survey and is directly tailored to the Montana Elementary K-2 context.
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Keyword:
additive bilingualism; and Multicultural Education; Bilingual; elementary education; foreign languages; Montana; Multilingual; second languages (L2s); teaching
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URL: https://scholarworks.umt.edu/etd/11038
https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=12063&context=etd
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| 16 |
TEACHERS’ AND ADMINISTRATORS' PERCEPTIONS OF THE CHARACTERISTICS OF EFFECTIVE LEADERSHIP FOR K-12 INTERNATIONAL SCHOOLS
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In: All NMU Master's Theses (2016)
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| 17 |
Escola bilíngue vs. escola internacional: conceitos, diferenças e semelhanças ; Bilingual school vs. international school: concepts, differences and similarities
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Amorim, Ibsy Blaese de. - : Universidade Tecnológica Federal do Paraná, 2016. : Curitiba, 2016. : Brasil, 2016. : Ensino de Línguas Estrangeiras Modernas, 2016. : UTFPR, 2016
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| 18 |
O que é ser bilíngue? Na percepção de professores de escolas bilíngues
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Fernandes, Rafaela. - : Universidade Tecnológica Federal do Paraná, 2016. : Curitiba, 2016. : Brasil, 2016. : Ensino de Línguas Estrangeiras Modernas, 2016. : UTFPR, 2016
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| 19 |
Exploring the Intersection of Education and Indigenous Status from a Social Determinants of Health Perspective: Parent and Family Engagement in Secondary School in Nunavik
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In: The International Indigenous Policy Journal (2016)
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| 20 |
Negotiating the “Ideal Immigrant:” A Microanalysis of Email Exchanges Between a Latina Adult and Newcomer Student
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