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Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms
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In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019)
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| 42 |
Chilla, Solveig / Niebuhr-Siebert, Sandra: Mehrsprachigkeit in der Kita. Grundlagen - Konzepte - Bildung. Stuttgart: Kohlhammer 2017 (224 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 18 (2019) 4 (2019)
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| 43 |
Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
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In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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| 44 |
Non ignarus docendi. Impulse zur kohärenten Gestaltung von Fachlichkeit und von Mehrsprachigkeitsdidaktik in der Lateinlehrerbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 254 S. (2019)
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| 45 |
İnci Dirim / Anke Wegner (Hrsg.): Normative Grundlagen und reflexive Verortungen im Feld DaF_DaZ*. Opladen/Berlin/Toronto: Barbara Budrich 2018 (462 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 18 (2019) 5 (2019)
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| 46 |
Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
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In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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| 47 |
Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
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In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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| 48 |
Morocco: Multilingualism, Cultural Identity, and Mathematics Education, Post-French Protectorate, a Historical Perspective ...
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| 49 |
İnci Dirim / Anke Wegner (Hrsg.): Normative Grundlagen und reflexive Verortungen im Feld DaF_DaZ*. Opladen/Berlin/Toronto: Barbara Budrich 2018 (462 S.) [Rezension] ...
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| 50 |
Thai Doctoral Students' Layers of Identity Options Through Social Acculturation in Australia
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 11 ; 1 ; 99-116 ; The Political Economy of New Authoritarianism (2019)
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| 51 |
Transnational education, language and identity: a case from Mexico
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In: Society Register ; 2 ; 63-84 (2019)
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| 52 |
What and Whom Are We Teaching? Ideologies, Practices, and Preparation of First-Year Composition Teachers
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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.
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Keyword:
academic writing; diversity; Education; English; first-year college composition; multilingualism; Rhetoric; teacher education; translingualism
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URL: http://hdl.handle.net/1773/44797
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| 53 |
Creating a new normal: Language education for all
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
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| 54 |
An Examination of Teacher Practices for the Instruction of French as a Third Language among Spanish-Speaking Students in Georgia
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| 55 |
Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
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In: Reading Research Quarterly, vol 53, iss 4 (2018)
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| 56 |
Lehrer*insein in der Migrationsgesellschaft. Professionalisierung in einem widersprüchlichen Feld ; Being teacher in a migration society. Professionalization in a contradictional field
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In: Zeitschrift für interpretative Schul- und Unterrichtsforschung 7 (2018), S. 109-121 (2018)
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Mehrsprachigkeit im Basisbildungsunterricht mit MigrantInnen – eine Ressource und keine Komplikation! ; Plurilingualism in Basic Education Courses with Migrants – A Resource, Not a compilation!
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In: Magazin erwachsenenbildung.at (2018) 33, 9 S. (2018)
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| 58 |
Andrea Daase / Udo Ohm / Martin Mertens (Hrsg.): Interkulturelle und sprachliche Bildung im mehrsprachigen Übergang Schule - Beruf. Münster / New York: Waxmann 2017 (310 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 17 (2018) 2 (2018)
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| 59 |
Kritische Medienkompetenz und Community Medien
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In: Graz : CONEDU – Verein für Bildungsforschung und -medien 2018, 59 S. - (Dossier erwachsenenbildung.at) (2018)
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| 60 |
Europäische Wissensordnung im Schweizer Fremdsprachenunterricht (1961-1990) ; Configuration européenne des savoirs et enseignement des langues étrangères en Suisse (1961-1990)
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In: Schweizerische Zeitschrift für Bildungswissenschaften 40 (2018) 1, S. 153-173 (2018)
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