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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 Hits 1 – 8 of 8 1 "Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals Volk, Dinah In: Teacher Education Faculty Publications (2013) BASE Show details 2 "We’ve Been Doing It Your Way Long Enough": Syncretism as a Critical Process Long, Susi; Volk, Dinah; Baines, Janice... In: Teacher Education Faculty Publications (2013) BASE Show details 3 Guest Editors’ Introduction: Syncretism and Syncretic Literacies Long, Susi; Gregory, Eve; Volk, Dinah In: Teacher Education Faculty Publications (2013) BASE Show details 4 A Critical Look at Four Multicultural Reform Efforts in One Urban College of Education Volk, Dinah; Huang, Grace Hui-Chen; Thomas-Alexander, Sashelle... In: Teacher Education Faculty Publications (2011) BASE Show details 5 Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade Volk, Dinah; Angelova, Maria E. In: Teacher Education Faculty Publications (2007) BASE Show details 6 Peer Teaching and Learning: Co-constructing Language in a Dual Language First Grade Gunawardena, Delmi; Angelova, Maria E.; Volk, Dinah In: Teacher Education Faculty Publications (2006) Abstract: This paper presents findings from a study of teaching and learning strategies co-constructed by peers in a Spanish/English dual language first grade classroom. Grounded in sociocultural theory and developed using ethnographic approaches to data collection and analysis, the study analyses the children's mediation of their own and each other's language learning within and across languages, focusing on strategies that support learning. The strategies are analysed within the context of teaching/learning interactions in a Dual Language Programme with attention given to the children's ongoing negotiation of the linguistic roles of novice, expert, and dual language expert when working in mixed groups in the English and Spanish classrooms. Keyword: and Multicultural Education; Bilingual; Bilingualism; Curriculum and Instruction; Dual Language Programme; Early Childhood; Early childhood education; Education; Educational Methods; Elementary Education and Teaching; English language; Ethnography; Kindergarten Teacher Education; Linguistics; Multilingual; Peer learning; Peer teaching; Peer teaching strategies; Pre-Elementary; Sociocultural theory; Spanish language; Teacher Education and Professional Development URL: https://engagedscholarship.csuohio.edu/edte_facpub/15 http://proxy.ulib.csuohio.edu:2050/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ufh&AN=21092659&site=ehost-live BASE Hide details 7 Challenging Myths of the Deficit Perspective: Honoring Children's Literacy Resources Volk, Dinah; Long, Susi In: Teacher Education Faculty Publications (2005) BASE Show details 8 Collaboration in a Culturally Responsive Literacy Pedagogy: Educating Teachers and Latino Children Volk, Dinah; Stuart, Denise In: Teacher Education Faculty Publications (2002) BASE Show details

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