| 1 |
“¿Y ahora quién podrá defendernos?”: Exploring the Application of Ally Theory in Community Interpreting in Aotearoa From a Latin American Service-User Perspective
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country
|
|
|
|
In: L2 Journal, vol 14, iss 3 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
OER in University Language Courses
|
|
|
|
In: World Languages and Literatures Faculty Publications and Presentations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Care Ethics, Bruno Latour, and the Anthropocene
|
|
|
|
In: Philosophy Faculty Publications and Presentations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
|
|
|
|
Abstract:
Doctor of Philosophy ; Curriculum and Instruction Programs ; Lotta Larson ; For decades, K-12 teachers across the United States have read aloud to their students, whether it be to model fluent reading, to promote vocabulary acquisition, or out of pure enjoyment. As social justice becomes a more prevalent topic in classrooms across the country, interactive read-alouds are being used to introduce and discuss complex and delicate topics, like human rights and social justice. While students at all junctures of development and learning embrace and benefit from reading aloud, existing research primarily takes place in elementary school settings. Furthermore, literature used to explore social justice issues usually involves picture books rather than longer texts like chapter books. This study was designed to gain insight into how a classroom teacher facilitated a nonfiction chapter book read-aloud and how the students responded to the social justice themes represented in the chapter book. The study took place over the span of 18 days in a Midwest ninth-grade classroom. The theoretical underpinnings that framed the study were constructivism, transactional theory of reader response and critical literacy. Data was collected and analyzed using qualitative case study principles. Study results reveal four emerging themes across the research questions, including expressive reading; spontaneity; redemption; empathy; and awareness.
|
|
Keyword:
literacy; read-aloud; secondary education; social justice; young adult literature
|
|
URL: https://hdl.handle.net/2097/42085
|
|
BASE
|
|
Hide details
|
|
|
| 6 |
Courageous Conversations: Transformational Leadership through Empathy
|
|
|
|
In: National Youth Advocacy and Resilience Conference (2022)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
|
|
|
|
In: Georgia International Conference on Information Literacy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Social Inclusion and Multilingualism: Linguistic Justice and Language Policy
|
|
|
|
In: Social Inclusion ; 9 ; 1 ; 1-4 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Two Linguas Francas? Social Inclusion through English and Esperanto
|
|
|
|
In: Social Inclusion ; 9 ; 1 ; 75-84 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Investigating the use of literary texts in a pedagogy to teach intercultural communicative competence in an EFL Master’s course in Algeria
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
|
|
|
|
In: Certificate of Advanced Studies (CAS) in Literacy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
A Critical Analysis of the Media Representations of Venezuelan Immigrants, Refugees, and Asylum-Seekers (Venezuelan IRAS) in Peru
|
|
|
|
In: Major Papers (2022)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Justice for All: Social Justice Curriculum for the Young Adult Centered English Classroom
|
|
|
|
In: Honors Theses, University of Nebraska-Lincoln (2022)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Alt-Education: Gender, language, and education across the right
|
|
|
|
In: Doctoral Dissertations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
|
|
|
|
In: Outcomes and Impact Quarterly (2022)
|
|
BASE
|
|
Show details
|
|
|
|
|
