| 1 |
The Ideological Stance of Multilingualism in Education in Malaysia in the Press 2000-2020
|
|
|
|
In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 173-193 ; Multicultural Lingual and Multicultural Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School
|
|
|
|
In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
"Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung (MIKS)": Einblicke in Erfahrungen mit dem Einbezug von migrationsbedingter Mehrsprachigkeit in Grundschulen
|
|
|
|
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 103-108 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Resources matter: Québec-based parents’ awareness and use of, as well as desire for, resources for raising infants and toddlers multilingually ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Disrupting and (re)envisioning Multilingualism from a Decolonial Lens: Learning with Transnational Asian Teacher Educators
|
|
|
|
In: Georgia Educational Research Association Conference (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Kulturen virtueller Prozessmoderation: Beobachtungen aus der Begleitung eines internationalen Forschungsprojekts
|
|
|
|
In: interculture journal: Online-Zeitschrift für interkulturelle Studien ; 19 ; 33 ; 125-135 ; Virtuelle Zusammenarbeit (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
"Doch nicht auf Russisch!" - Perspektiven von Kindern auf Sprachbildungsprozesse im Rahmen familialer Vorlesesituationen mit mehrsprachigen Bilderbüchern
|
|
|
|
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 420-434 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Language in transnational education trajectories between the Soviet Union, Israel and Germany: Participatory research with children
|
|
|
|
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 14 ; 4 ; 390-404 ; Transnational Education: a Concept for Institutional and Individual Perspectives (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Zwischen Teilnahme und Beobachtung: Die Rolle einer mehrsprachigen Forscherin in der Ethnografie sprachlicher Bildung im Elementarbereich
|
|
|
|
In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 57-70 ; Gesellschaftlicher Wandel und die Entwicklung qualitativer Forschung im Feld der Bildung (2021)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Der Erwerb des Deutschen bei türkisch-deutsch und russisch-deutsch bilingualen Kindern: Gibt es doch einen Einfluss von Sprachfördermaßnahmen?
|
|
|
|
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 13 ; 2 ; 191-210 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Ein Schlüssel zur Förderung mehrsprachiger Kompetenzen im Schulunterricht: Selbsterfahrung in der Lehrkräfteprofessionalisierung
|
|
|
|
In: die hochschullehre ; 6 ; 17-34 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Metalinguistic Awareness of Multilingual First Graders: An Exploratory Study
|
|
|
|
In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 102-111 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre
|
|
|
|
In: Erdocia, Iker orcid:0000-0003-2459-1346 (2019) Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre. Current Issues in Language Planning, 20 (3). pp. 284-308. ISSN 1466-4208 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Thai Doctoral Students' Layers of Identity Options Through Social Acculturation in Australia
|
|
|
|
In: ASEAS - Austrian Journal of South-East Asian Studies ; 11 ; 1 ; 99-116 ; The Political Economy of New Authoritarianism (2019)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Transnational education, language and identity: a case from Mexico
|
|
|
|
In: Society Register ; 2 ; 63-84 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
What and Whom Are We Teaching? Ideologies, Practices, and Preparation of First-Year Composition Teachers
|
|
|
|
Abstract:
Thesis (Ph.D.)--University of Washington, 2019 ; With not only a rapidly growing number of international students but also historically underrepresented domestic students who grew up in multilingual households, U.S. higher education has become a more and more linguistically and culturally diverse space. New curricular and instructional challenges have been posed to First-Year Composition (FYC) courses that are widely taken by college students from a variety of linguistic, cultural, socioeconomic, and sociopolitical backgrounds. Second Language Writing (SLW) and Composition Studies unfold for us the complexity of writing as a social process, the inseparability of writing and its social context, and the tension peripheral participants encounter in the process of socializing into unfamiliar discourse communities. Projecting the spotlight on six first-year graduate student teachers of FYC (titled teaching assistants or TAs in the specific institutional context), this study expands upon and deepens our understanding of FYC teachers’ academic discursive practices in relation to their diverse student populations. Working from the premises of teachers as transformative intellectuals (Giroux, 1988) and composition as a cultural practice (France, 1994), and taking a translingual approach towards language differences (Horner, Lu, Royster, & Trimbur, 2011), I tap into FYC TAs’ conceptualizations of and positionalities towards academic discursive practices and diversity, as well as professional and personal resources that helped facilitate their conceptualizations, positionalities, responses, and practices. This close examination unpacks the complexities composition teachers have to navigate in thinking about what academic writing looks like in the particular institutional and their own classroom context, issues around diversity such as identities of students and teachers that are more or less visible, and the absence of power in institutional discursive constructions around diversity. Drawing from the frameworks of Community Cultural Wealth (Yosso, 2005) and Nexus of Multimembership (Canagarajah, 2012; Wenger, 1998), my study proposes important implications for individual teachers and teacher training programs, such as carefully examining assumptions about teaching, the teaching of writing, and teacher training; and more productive use of contact zones across the disciplinary, professional, and personal as a way of facilitating praxis and transformative teaching.
|
|
Keyword:
academic writing; diversity; Education; English; first-year college composition; multilingualism; Rhetoric; teacher education; translingualism
|
|
URL: http://hdl.handle.net/1773/44797
|
|
BASE
|
|
Hide details
|
|
|
| 17 |
Creating a new normal: Language education for all
|
|
|
|
In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Politics of multilingualism in Roma education in early Soviet Union and its current projections
|
|
|
|
In: Social Inclusion ; 5 ; 4 ; 48-59 ; Multilingualism and social inclusion (2018)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Fostering social inclusion through multilingual habitus in Estonia: a case study of the open school of Kalamaja and the Sakala Private School
|
|
|
|
In: Social Inclusion ; 5 ; 4 ; 98-107 ; Multilingualism and social inclusion (2018)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Language Provision in Education: A View from Scotland
|
|
|
|
In: Social Inclusion ; 5 ; 4 ; 78-86 ; Multilingualism and Social Inclusion (2018)
|
|
BASE
|
|
Show details
|
|
|
|
|
