| 1 |
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 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 3 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 4 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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| 5 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 6 |
Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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| 7 |
Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
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In: Australian Journal of Teacher Education (2021)
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| 8 |
EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
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In: Australian Journal of Teacher Education (2021)
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| 9 |
EFFECTS OF STUDENT-LED PROGRESS TRACKING OF ENGLISH PROFICIENCY ON NEWCOMERS’ SELF-EFFICACY ...
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| 10 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
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In: Annotated Bibliographies (2021)
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| 11 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 12 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 13 |
Engaging The Disengaged: The Zone Of Proximal Distance Between Deliberately Silenced Educators And Preferably Unheard Latino Immigrant Parents
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In: Open Access Theses & Dissertations (2021)
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| 14 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 15 |
Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study
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In: Reports (2020)
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| 16 |
Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
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In: National Youth Advocacy and Resilience Conference (2020)
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| 17 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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| 18 |
"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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| 19 |
Learning from the History of Language Oppression: Educators as Agents of Language Justice
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2020)
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| 20 |
Cultivating Classroom Libraries that Promote Multicultural Literature: Helping Our Students See Themselves in the Books that They Read
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In: Certificate of Advanced Studies (CAS) in Literacy (2020)
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Abstract:
The purpose of this study, focusing on diversity in children’s literature, was to assist teachers in choosing quality multicultural literature for students. Quality multicultural literature lacks bias, avoids discrimination, racism, prejudice and sexism, and accurately portrays social issues, historical details, and dialects in both the words and the illustrations. The goal of this project was to provide teachers with criteria to use when evaluating multicultural literature. Howlett and Young’s (2019) instrument for evaluating multicultural literature, Literary Criticism and the Absence of Bias, was used to assess multicultural literature. The survey included questions pertaining to inherent racism, bias, prejudice, and discrimination, and items emphasized the acknowledgement of stereotypes, culturally relevant and historical contexts, and appropriate use of dialect. By completing this work, teachers were better equipped to evaluate, choose, and recommend multicultural literature to provide books for classroom use that reflect students’ lives. This action research project utilized interviewing to determine participants’ experience for incorporating multicultural literature in their classroom libraries. A thorough examination of the multicultural literature in teachers’ classroom libraries revealed that texts were generally unbiased, which offered students windows into other cultures and mirrored their own lives.
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Keyword:
and Multicultural Education; Bilingual; Children's and Young Adult Literature; Children's literature; Classroom libraries; Language and Literacy Education; Multicultural literature; Multilingual; Teacher Education and Professional Development
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URL: https://digitalcommons.sacredheart.edu/lit/13
https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1012&context=lit
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