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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 3 |
A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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| 4 |
Building MultiStories: A Framework to Diversify the Curriculum in Higher Education
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In: Other (2022)
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| 5 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 6 |
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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| 7 |
Subverting Summer Slide - ELL Camp Program
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In: National Youth Advocacy and Resilience Conference (2022)
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| 8 |
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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| 10 |
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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| 11 |
Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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| 12 |
Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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| 13 |
How does children’s literature portray global perspectives?
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In: Journal of Global Education and Research (2022)
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| 14 |
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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| 15 |
#34 Luk Lao
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 16 |
HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 18 |
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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| 19 |
Factors that Impact EFL Acquisition in Cape Verde
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In: Master’s Theses and Projects (2021)
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| 20 |
Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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