| 21 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 22 |
Subverting Summer Slide - ELL Camp Program
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In: National Youth Advocacy and Resilience Conference (2022)
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| 23 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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| 24 |
Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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Abstract:
Demographic shifts in the US over the last two decades have increased the diversity gap between teachers and their students. The majority of multilingual children entering US public schools face the challenge of learning academic content in not just one, but two languages. Despite many of the positive effects of being bilingual, Dual Language Learners (DLLs) often face more challenges in education achievement and opportunities than their monolingual English-speaking peers. A key factor of this challenge is the fact that DLLs tend to have monolingual English-speaking peers, and teachers have been shown to play a critical role in student learning. Through surveys, interviews, and classroom observations, this study explores to what extent NH teachers of DLLs understand and enact research-based practices known to develop oral language. Contextual factors such as level of administrative support and availability of resources in students’ first languages were also identified as affecting teachers’ practices. Research such as this aims to shed light on whether or how research-based practices are making their way into classroom practices. The implications will shed light on the needs for teacher and administrator preparation.
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Keyword:
and Multicultural Education; Bilingual; Curriculum and Instruction; Dual Language Learners; Early Childhood Education; Education; English Language Learners; Multilingual; New Hampshire; Teachers
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URL: https://scholars.unh.edu/cgi/viewcontent.cgi?article=1622&context=honors
https://scholars.unh.edu/honors/614
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| 25 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 26 |
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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| 27 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 28 |
Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 29 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 30 |
Developing Critical Cultural Awareness in the ELT Classroom
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 31 |
Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
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In: Library Philosophy and Practice (e-journal) (2022)
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| 33 |
Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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| 34 |
Counterstories of Honors Students of Color
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In: Honors in Practice -- Online Archive (2022)
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| 35 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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| 36 |
Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 37 |
Can high school students check the veracity of information about COVID-19? A case study on critical media literacy in Brazilian ESL classes
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In: Journal of Media Literacy Education (2022)
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| 38 |
Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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| 39 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 40 |
First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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