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Language learning through interaction: Online and in the classroom
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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Black Lives Matter in Teaching English as a Second Language!
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In: Faculty Publications (2021)
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The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
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In: Dissertations (2021)
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Rewilding Language Education: Emergent Assemblages and Entangled Actions
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In: Applied Linguistics Faculty Publications and Presentations (2021)
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DUAL LANGUAGE LEARNING: USING FIRST LANGUAGE AS A SCAFFOLD FOR SECOND LANGUAGE ACQUISITION AND LEARNING
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Everybody Does It: The Pragmatics and Perceptions of International Chinese Graduate Students and their American Peers Regarding Gossip
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In: Journal of Multilingual Education Research (2021)
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Using a smart phone to learn Spanish: Does it work and will students use it?
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In: The Coastal Review: An Online Peer-reviewed Journal (2021)
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Linguistic and Cultural Diversity: Examining Support for English Language Learners in Canada through Multiliteracies and Sociocultural Theories for Teaching and Learning
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In: Electronic Theses and Dissertations (2021)
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Abstract:
This study explores and analyzes the use of multiliteracies, multimodalities, and sociocultural perspectives as pedagogical practices for the teaching and learning of secondary school students and adult learners for literacy and second language acquisition. This qualitative, comparative case study research questions the impact of the theory of multiliteracies and the use of multimodalities and technology has on student experiences across the curriculum and language acquisition with English language learners (ELLs). More specifically, this research study investigates the implementation of multiliteracies, multimodalities, and sociocultural theories of education in language acquisition classrooms, the use of technology in the classroom, and the role of cultural diversity and inclusivity in the classroom. The participants involved in this research study are three secondary school educators and three educators working with adult learners. Data collection and analysis for this research is conducted using constructivist grounded theory as outlined by Charmaz (2006; 2014). This research reveals that when educators consciously engage learners in multiliteracies and multimodalities and account for cultural diversity and inclusivity, and invest in technology in the classroom, curriculum expectations and content material see a transformative effect in that they are taught through dynamic and meaningful practices. Therefore, learners are invested and actively involved in the learning process. It is revealed that expanding the definition of literacy to include multimodalities, accounting for cultural and linguistic diversity, and using technology is essential for the meaningful and positive teaching and learning of all learners across the curriculum.
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Keyword:
Adult education; and Multicultural Education; Bilingual; Bilingualism; Curriculum and Instruction; Education; Language acquisition; Language and Literacy Education; Literacy; Multilingual; Multimodalities in education; Second language acquisition; Secondary education; Technology
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URL: https://scholar.uwindsor.ca/etd/8656 https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=9661&context=etd
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The Acquisition of Advanced Level Chinese Heritage Language (CHL) Learners:A Comparative Analysis Concerning The Aspect Marker “LE了”
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In: Masters Theses (2021)
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What Registers in the Body: Place and the Physicality of Painting
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In: Master’s Theses and Projects (2020)
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Flipgrid and Second Language Acquisition Using Flipgrid to Promote Speaking Skills for English Language Learners
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In: Master’s Theses and Projects (2020)
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Motivation and Emotion in Second Language Learning: Predictors of Objective Language Performance and Sustained Learning in Undergraduate Foreign Language Students
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In: Senior Projects Spring 2020 (2020)
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Khmer Phonetics & Phonology: Theoretical Implications for ESL Instruction
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In: Senior Honors Theses (2020)
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Southeast Asian Refugee-Learners: Identities Informing ESL Education and Support
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In: Journal of Southeast Asian American Education and Advancement (2020)
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Exploring the Acquisition of American Sign Language by Deaf Kindergarten Children: Early Language Access and the Use of Appropriate Resources
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In: Electronic Thesis and Dissertation Repository (2020)
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Educator Perspectives on English Learner Identification: An Explanatory Mixed Methods Study
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In: Graduate Doctoral Dissertations (2020)
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An Examination of the Factors Influencing High School Graduation Rates for Students with Limited or Interrupted Formal Education
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In: Graduate Doctoral Dissertations (2020)
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Educators Bailan with Policy et le Pouvoir in the Educação of Multicultural and Multilingual Learners (WIDA ELD Standards and the Education of English Learners)
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In: Graduate Doctoral Dissertations (2020)
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20 |
All About the American Flap
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In: Faculty Publications (2019)
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