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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 25 1 Digital and Spatial Humanities Mapping: Eurasia-Pacific Early Trade and Belief Linkages Sitnikov, Igor; Blundell, David In: Monsoon: South Asian Studies Association Journal (2022) BASE Show details 2 The Deaf Heritage Collective: Collaboration with Critical Intent Jamieson, Kirstie; Discepoli, Marta; Leith, Ella. - 2021 BASE Show details 3 To Seal or Not to Seal? Equity and Policy Discourses in the Texas Seal of Biliteracy DeVaughn, Nichelle. - : University of North Texas, 2021 BASE Show details 4 Adolescence as a “critical period” in the heritage language use. Polish in Germany Pułaczewska Hanna In: Open Linguistics, Vol 7, Iss 1, Pp 301-315 (2021) (2021) BASE Show details 5 Working With Diversity in the Spanish Heritage Language Classroom: A Critical Perspective ; El trabajo con la diversidad en el aula de español como lengua heredada: Una perspectiva crítica Parra, María Luisa. - : Universidad de Granada, 2020 BASE Show details 6 Cultural heritage in the digital ecosystem. Matera 2019 European Capital of Culture Paganoni, Maria Cristina In: Lingue e Linguaggi; Volume 33 (2019); 269-280 (2020) BASE Show details 7 Working with diversity in the spanish heritage language classroom: A Critical Perspective Parra Velasco, María Luisa In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 34, 2020, pags. 9-23 (2020) BASE Show details 8 Cultural heritage in the digital ecosystem. Matera 2019 European Capital of Culture ... Paganoni, Maria Cristina. - : University of Salento, 2019 BASE Show details 9 Improving the Learning Experiences of English Language Learners in International Schools Al-Aghbar, Lana In: The Organizational Improvement Plan at Western University (2019) BASE Show details 10 Cultural Heritage in the Digital Ecosystem : Matera 2019 European Capital of Culture M.C. Paganoni. - 2019 BASE Show details 11 Empowering the Filipino Language Classroom: Towards Critical Pedagogy and Curriculum. Parba, Jayson E.. - 2018 BASE Show details 12 Age effects in first language attrition: speech perception by Korean-English bilinguals Chang, Charles B.; Lee-Ellis, Sunyoung; DeKeyser, Robert. - : WILEY, 2017 BASE Show details 13 Accompaniment for the climb: Becoming reparational language educators of Spanish as a ‘heritage’ language Cushing-Leubner, Jenna. - 2017 BASE Show details 14 Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology Fariño, Yvonne V In: Doctoral Dissertations (2017) Abstract: How can language be re-conceptualized as a tool and resource in contested pedagogies? Vygotsky theory of the mind (1978, 1986, 1998) and Engeström Activity Theory (1987, 1992) document how learning and development are situated within sociocultural contexts (Scribner & Cole, 1981; Tharp & Gillmore, 1988). Vygotsky theory of the mind (1978) central tenet is “understanding everyday activities and of cognitive processes” (Mondada & Pekarek Doehler, 2004: 467), or the process of appropriation itself, as it happens in everyday practices without isolating it from social context or human agency. Even though the goal of activity theory claims to be multi- voiced formation research that analyzes the role of mediation or the context of production, however when creating a curriculum or instructional design are rare. Given that as adults, ideology has become a mental tool and a resource via participating in discursive practices, thus regulating our behavior and materializing in the activities of the educator’s instructional design. In other words, the activities and pedagogical decisions the instructor makes, not only transmit ideas of the designer, but also that of the collective. The purpose of this dissertation is to define how critical language theories during a professional development program can sustain and support “awareness of and insight into what one’s cultural locations” and how its meaning from such awareness may have an effect on “what one does, how one thinks or perceives, and the actions one chooses as a teacher” (Genor and Goodwin, 2005) of linguistically diverse students. The goal is to define and implement a theoretical construct of decolonizing theory as it pertains to the current issues of heritage language teachers who teach culturally and linguistically diverse students in mainstream classrooms, and the implications for teacher education programs in the absence of linguistic diversity under the oppressive English- Only mandate. Keyword: activity theory; Adult and Continuing Education; and Multicultural Education; Bilingual; bilingualism; critical language awareness; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods; heritage language education; Language and Literacy Education; Latina; Multilingual; Other Teacher Education and Professional Development; socio-cognition; Teacher Education and Professional Development URL: https://scholarworks.umass.edu/dissertations_2/1078 https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2183&context=dissertations_2 BASE Hide details 15 A Soulful Egg Can Break a Rock: A Case Study of a South Korean Social Movement Leader's Rhetoric Sul, Eunsook In: Doctoral Dissertations (2016) BASE Show details 16 Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California Colombi, MC. - : eScholarship, University of California, 2015 BASE Show details 17 Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California Colombi, MC In: Colombi, MC. (2015). Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California. Linguistics and Education, 32, 5 - 15. doi:10.1016/j.linged.2015.05.006. UC Davis: Retrieved from: http://www.escholarship.org/uc/item/1rd2r67c (2015) BASE Show details 18 “Spanglish”: Bringing the academic debate into the classroom. Towards critical pedagogy in Spanish heritage instruction Lina M. Reznicek-Parrado In: EuroAmerican Journal of Applied Linguistics and Languages, Vol 2, Iss 2 (2015) (2015) BASE Show details 19 Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status? Williamson, Amy In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015) BASE Show details 20 Impossible Properties: Language and Legitimacy in Ong Keng Sen's Lear Edwards, James R In: Edwards, James R. (2014). Impossible Properties: Language and Legitimacy in Ong Keng Sen's Lear. International Journal of Asia Pacific Studies, 10(2), 13 - 34. UCLA: Retrieved from: http://www.escholarship.org/uc/item/2c90102j (2014) BASE Show details Page: 1 2

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