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Valuing the local within the global: A discourse analysis of professional development in a U.S.-Kurdish transnational university partnership
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In: Journal of Global Education and Research (2022)
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The axis of access: a quantitative ethnography of presidential discourse on the construct of college access in the United States
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In: Theses and Dissertations (2022)
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Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
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In: All Graduate Theses and Dissertations (2022)
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Comparison of Cluster Analysis Methodologies for Characterization of Classroom Observation Protocol for Undergraduate STEM (COPUS) Data.
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In: CBE life sciences education, vol 20, iss 1 (2021)
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Which data do elementary school teachers use to determine reading difficulties in their students?
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In: Journal of learning disabilities 54 (2021) 5, S. 349-364 (2021)
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021)
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Young refugees in prevocational preparation classes. Who is moving on to the next step? ; Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt?
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In: Journal for educational research online 13 (2021) 1, S. 105-127 (2021)
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 23 S. - (MEZ Arbeitspapiere; 10) (2021)
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| 10 |
Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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| 11 |
Eurocentrism in Engineering: Consequences for Teamwork in Engineering Design
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| 12 |
International assessment of low reading proficiency in the adult population: A question of components or lower rungs?
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Special issue on Literacy and numeracy: Global and comparative perspectives (2021)
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| 13 |
“Practice basic hygiene, and you’ll stay healthy”: How primary school reading textbooks transmitted cultural education in the Soviet Union
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In: University of South Florida M3 Center Publishing (2021)
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| 14 |
Gamifying the CREW: Effects of Collaborative Responsive Writing Using Gamification, in Interactive Web-based E-books, on L2 International Students’ Motivation and Academic Vocabulary Achievement
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In: Graduate Theses and Dissertations (2021)
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| 15 |
Vietnamese Americans: History, Education, and Societal Context
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In: Journal of Southeast Asian American Education and Advancement (2021)
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| 16 |
An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom
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| 17 |
Picturing dual language and gentrification: An analysis of visual media and their connection to language policy
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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Abstract:
Dual language (DL) programs propose to be vehicles of social justice and transformation by valuing an additional language other than the dominant one in a society and thereby contesting language hierarchies and the subordination of those who speak/use a non-dominant language (Flores, Flores, Educational Policy 30:13–38, 2016; Menken and García, Menken, K., & García, O. (2021). Constructing translanguaging school policies and practices. In: CUNY-New York State Initiative on Emergent Bilinguals (Eds.) Translanguaging and transformative teaching for emergent bilingual students. Project. Routledge, New York.). However, Palmer (Henderson, K. I., & Palmer, D. K. (2020). Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-scale Implementation. Multilingual Matters.: 11) warned that DL programs risk becoming “enrichment foreign-language immersion to middle- and upper-class White children” and hence “lost opportunit[ies] for transformation.” This “gentrification” of DL efforts is enabled by racial, economic, and linguistic hierarchies of power (Valdez, Freire, and Delavan, Valdez et al., The Urban Review 48:601–627, 2016). Our analysis of five images from a corpus of 34 online news articles considers how photographic depictions of DL programs can manifest gentrification in non-linguistic ways that nonetheless reinforce moves away from DL for social transformation and toward DL as hegemonic. This paper clarifies how multimodal critical discourse analysis (MCDA) and Habermasian notions of the public sphere critically complement how public spaces (in this case schools) get imbued with “specific values that mediate inhabitants’ interpretations of themselves and their relation to others in a space” (Hult, Hult, Tollefson and Pérez-Milans (eds.), The Oxford handbook of language policy and planning, Oxford University Press, 2018: 338). Findings reveal nuanced ways in which world language populations are protagonized visually and related ways that heritage/maintenance populations are either erased or marginalized. This helps explain the key assertion—that visual images can reinforce DL program gentrification—but also augments the theoretical toolkit available to study how progressive intentions of DL can become co-opted.
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Keyword:
Curriculum and Instruction; Dual language; Education; Gentrification; Multimodal critical discourse analysis; Public sphere; Teacher Education and Professional Development
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URL: https://digitalcommons.unl.edu/teachlearnfacpub/445
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1452&context=teachlearnfacpub
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| 18 |
Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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| 19 |
Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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| 20 |
Navigating Whiteness: A Critical Discourse Analysis of White Community College Faculty, White Identity, and the Discursive Positioning of Students of Color
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In: Graduate Doctoral Dissertations (2021)
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