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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 2 |
AAC Services for Emergent Bilinguals: Perspectives, Practices, and Confidence of Speech-Language Pathologists
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In: All Graduate Plan B and other Reports (2022)
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| 3 |
Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 4 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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| 5 |
Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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| 6 |
The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 7 |
"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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| 8 |
The Prevalence and Importance of Ethnic Diversity in Children’s Literature
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In: Senior Honors Theses (2019)
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| 9 |
Does Lexical Frequency affect rater judgement of essays? An experimental design using quantitative and qualitative data
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In: Electronic Thesis and Dissertation Repository (2019)
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| 10 |
Getting to What Is: Poetry as a Genre of Access for Multilingual Learners
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In: Teaching/Writing: The Journal of Writing Teacher Education (2019)
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Abstract:
This paper explores the poetry writing of 15, multilingual ninth graders to construct a practitioner framework for analyzing writing as discourse with multilingual learners (MLs). Grounded in an understanding of poetry as a genre of access for both teachers and students, we asked: How does poetry—read as a specific, situated discourse—reveal linguistic and cultural competence among MLs in an urban, high-school classroom? Using four tools of Critical Discourse Analysis—situated meaning, significance building, connections building, and identity building—we analyzed student poetry produced via an online mentoring platform. Through applying these lenses, three major themes emerged, which structured our framework: language experimentation, ascribing meaning to adversity, and cultural exchange. We illustrate each component of our framework through a close reading of one poem, “Bolsillos.” Poetry itself emerges as a discourse providing practitioners access to students’ lived realities, what we term What is. We argue that broader frameworks for approaching student writing can offer a safe space for students to experiment with language, develop unique voices, and make sense of adversity in their lives, evidencing students’ literary deftness in a way that is not manifest in high-stakes writing assessments or conventional classroom writing tasks. We conclude that this approach also provides teachers with critical insight into students’ culture, experiences, and talents, challenging preconceived notions about MLs’ capacity to become proficient in a variety of literacies and affirming linguistic diversity as an asset.
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Keyword:
and Multicultural Education; Bilingual; discourse analysis; Language and Literacy Education; linguistic diversity; Multilingual; multilingual students; poetry; Secondary Education; Secondary Education and Teaching; Teacher Education and Professional Development; writing instruction
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URL: https://scholarworks.wmich.edu/wte/vol6/iss1/3
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1175&context=wte
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| 11 |
Culturally and Linguistically Diverse School Environments – Exploring the Unknown
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In: Australian Journal of Teacher Education (2018)
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| 12 |
Creating an environment of connectedness and cultural inclusiveness for non-native speakers of English in academic libraries
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In: Georgia International Conference on Information Literacy (2018)
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| 13 |
The Enactment of Academic Language Policy in the International University: A Mixed-Methods Investigation
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In: Electronic Thesis and Dissertation Repository (2018)
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| 14 |
The Power of Languages: Linguistic Discourse on Migration and Cultural Diversity
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In: World Languages and Literatures Faculty Publications and Presentations (2017)
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| 15 |
An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
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In: Reports (2017)
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| 16 |
Ignatian Pedagogy Certificate Final Project
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In: Ignatian Pedagogy Educational Resources (2017)
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| 17 |
Creating an environment of connectedness and cultural inclusiveness for non-native speakers of English in academic libraries
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In: Georgia International Conference on Information Literacy (2017)
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| 18 |
Planning to Succeed: Teachers Discuss Their Beliefs and Planning Methods Regarding English Language Learners
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In: National Youth Advocacy and Resilience Conference (2017)
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| 19 |
Verbal -s Productions in the Structured Writing Samples of Variable AAE-Speaking Fourth-Grade Students With and Without Language Impairment
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In: Doctoral Dissertations (2017)
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| 20 |
To Build A Better Textbook: Developing a Literature Curriculum for Today’s Christian Schooling
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In: Senior Honors Theses (2016)
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