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Literary Review of Translanguaging, Translating, and Interpretation in Education
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In: Global Journal of Transformative Education; Vol. 3 (2022): Global Journal of Transformative Education, vol 3; 15-24 ; 2640-1533 (2022)
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"It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children. ...
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An Investigation of Multilinguals’ Language Development ; 多言語話者の言語発達に関する研究 ; タゲンゴ ワシャ ノ ゲンゴ ハッタツ ニ カンスル ケンキュウ
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"It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children.
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In: essn: 1573-3432 ; nlmid: 7904301 (2021)
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"Though We Tremble Before Uncertain Futures:" Translation as a Disidentificatory Strategy in Gloria Anzaldúa's Borderlands/La Frontera (1987) ...
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Nimble Tongues: Studies in Literary Translingualism
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In: Purdue University Press Book Previews (2020)
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Bilinguals vs monolinguals approaching second and additional language acquisition
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When Word Learning Heuristics Meet Cross-situational Word Learning: A Comparison Between Monolingual and Bilingual Toddlers
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Do eye movements reveal differences between monolingual and bilingual children's first-language and second-language reading? A focus on word frequency effects
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In: Linguistics Publications (2018)
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El régimen jurídico del plurilingüismo en la enseñanza no universitaria en España
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Dispositions Toward Language Difference: L1 and L2 Novice Composition Instructors
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In: Electronic Theses and Dissertations (2015)
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Abstract:
Although multilinguality is the norm globally, US college composition still tends to maintain unidirectional monolingualism in its classrooms, in which students and instructors are assumed to be linguistically homogenous and the target goal for student writing is a so-called standard English. Many in writing studies have called for investigations into the ways these practices persist in composition programs. This thesis therefore explores the ways putatively monolingual and multilingual graduate student instructors maintain and/or change dispositions toward language difference in a US college composition program. Rather than finding multilinguality as a predictor of dispositions which anticipate and welcome linguistic heterogeneity, the findings suggest that instructors’ histories with monolingual language education are more likely to influence uptake of their new program’s teaching genres. This thesis argues that continued investigations into pedagogical genres and their uptakes are needed in order to shift dispositions toward a translingual norm.
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Keyword:
and Multicultural Education; Bilingual; English Language and Literature; Monolingualism; Multilingual; Multilinguality; US college composition
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URL: https://digitalcommons.library.umaine.edu/etd/2294 https://digitalcommons.library.umaine.edu/cgi/viewcontent.cgi?article=3341&context=etd
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(By a constant rethink of our views about language: revisiting the concept of language policy ; Por um constante repensar de nossas visões sobre língua: revisitando o conceito de política linguística
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In: Cadernos de Linguagem e Sociedade; v. 16 n. 2 (2015); 140-159 ; 2179-4790 ; 0104-9712 ; 10.26512/les.v16i2 (2015)
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A place for second generation Japanese speaking children in Perth: Can they maintain Japanese as a community language?
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In the Postmonolingual Condition: Karin Sander’s Wordsearch and Yoko Tawada’s Wordplay
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In: Yildiz, Yasemin. (2011). In the Postmonolingual Condition: Karin Sander’s Wordsearch and Yoko Tawada’s Wordplay. Transit, 7(1). Retrieved from: http://www.escholarship.org/uc/item/3pz8z9z1 (2011)
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The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment
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The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment
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Bilingual children with specific language impairment: Theoretical and applied issues
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Bilingual children with specific language impairment: Theoretical and applied issues
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