Page: 1 2 3 4 5 6 7 8 9... 18
81 |
"Want Me to Show You?": Emergent Bilingual Preschoolers' Multimodal Resourcing in Show-and-Tell Activity
|
|
|
|
In: Educational & Clinical Studies Faculty Publications (2020)
|
|
BASE
|
|
Show details
|
|
82 |
LEARNERS’ AND TEACHERS’ LINGUISTIC ALTERNATION (ITALIAN-ENGLISH) IN EFL PRE-PRIMARY SCHOOL LESSONS
|
|
Costa, Francesca (orcid:0000-0002-5478-9575). - : Cambridge Scholars Publishing, 2020. : country:GBR, 2020. : place:Newcastle Upon Tyne, 2020
|
|
BASE
|
|
Show details
|
|
83 |
The Case for Translanguaging in Black Immigrant Literacies
|
|
|
|
In: Teaching and Learning Faculty Publications (2020)
|
|
BASE
|
|
Show details
|
|
84 |
Translanguaging: facettes d'un produit plurilingue entre théorie et pratiques
|
|
|
|
BASE
|
|
Show details
|
|
85 |
Korean emergent bilingual students’ language use and translanguaging
|
|
|
|
BASE
|
|
Show details
|
|
86 |
El multilingüisme a l’escola: tendències educatives i nous reptes ; Multilingualism at school: educational trends and new challenges
|
|
|
|
In: Caplletra. Revista Internacional de Filologia.; Caplletra 68 (primavera 2020); 125-147 ; Caplletra. Revista Internacional de Filologia; Caplletra 68 (primavera 2020); 125-147 ; 2386-7159 ; 0214-8188 (2020)
|
|
BASE
|
|
Show details
|
|
87 |
Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què? ; Content and language integrated learning: Which language? How is it integrated? What for?
|
|
|
|
In: Caplletra. Revista Internacional de Filologia.; Caplletra 68 (primavera 2020); 219-242 ; Caplletra. Revista Internacional de Filologia; Caplletra 68 (primavera 2020); 219-242 ; 2386-7159 ; 0214-8188 (2020)
|
|
BASE
|
|
Show details
|
|
88 |
La enseñanza de español como lengua heredada (ELH) : el caso del español en Estados Unidos
|
|
|
|
BASE
|
|
Show details
|
|
89 |
The Use of the L1 in a CLIL Lesson in Secondary Education in Galicia
|
|
|
|
BASE
|
|
Show details
|
|
90 |
Il translanguaging per il successo accademico. Osservazioni su strategie monolingui e plurilingui degli studenti internazionali
|
|
|
|
BASE
|
|
Show details
|
|
91 |
A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes
|
|
|
|
BASE
|
|
Show details
|
|
92 |
COLLABORATIVE ACTION STUDY GROUP AS PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ENGLISH LANGUAGE LEARNER-DESIGNATED STUDENTS
|
|
|
|
BASE
|
|
Show details
|
|
93 |
L1 for social presence in videoconferencing: A social semiotic account
|
|
Satar, Müge. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
|
|
BASE
|
|
Show details
|
|
94 |
Navigating Concrete Spaces Through Abstract Means: The Role of Heritage Speakers’ Perceptions of their Language Practices in the Formation and Negotiation of their Identities
|
|
|
|
BASE
|
|
Show details
|
|
95 |
On the fluidity of languages: A way out of the dilemma in English medium instruction classrooms in Thailand
|
|
|
|
BASE
|
|
Show details
|
|
96 |
Sprachbiografien von deutsch-persisch aufgewachsenen Jugendlichen und jungen Menschen in Wien
|
|
|
|
BASE
|
|
Show details
|
|
97 |
Ein mehrperspektivischer Blick in das Translanguaging-Klassenzimmer - selbstbezogene Überzeugungen und Klassenklima im Fokus
|
|
|
|
BASE
|
|
Show details
|
|
98 |
An investigation of lecturers' teaching through English medium of instruction : a case of higher education in China
|
|
|
|
BASE
|
|
Show details
|
|
99 |
El multilingüisme a l'escola: tendències educatives i nous reptes ; Multilingualism at school: educational trends and new challenges
|
|
Portolés Falomir, Laura. - : Institut Interuniversitari de Filologia Valenciana (IIFV), 2020. : Publicacions de l’Abadia de Montserrat (PAM), 2020
|
|
BASE
|
|
Show details
|
|
100 |
How do Emerging Bilinguals Learn Math?: The Role of Translanguaging in an English-Only Middle School Mathematics Classroom Setting
|
|
|
|
In: Graduate Doctoral Dissertations (2020)
|
|
Abstract:
Current research shows that nearly all states are struggling to meet the academic target in mathematics set in 1994 by the National Council of Teachers of Mathematics (NCTM) for multilingual English learners (ELs). According to NCTM standards, ELs are expected to learn mathematics regardless of their English development level (ELD). However, one of the many factors contributing to the learning difficulties of ELs is that the current culture of U.S. public schools does not consider these students’ sociocultural and historical experiences with math knowledge. Another inhibiting factor is that math is about more than just numbers; mathematics education involves terminology, concepts, and oral and written language around problem comprehension and solutions, including the basic language used by math teachers. ELs also use translanguaging (García & Kleyn, 2016) as a tool for triangulating and gaining access to their linguistic repertoire for comprehension of the subject, thereby increasing their success in mathematics classrooms. This qualitative ethnographic case study seeks to understand the role of translanguaging in the mathematics learning of ELs in an English-only math setting. Using a Vygotskian cultural-historical activity theory (CHAT) lens, the study seeks to uncover the potential of translanguaging as a viable strategy for achieving the high standards that NCTM has set for all learners of mathematics.
|
|
Keyword:
Administration; and Multicultural Education; Bilingual; Education policy; Educational Leadership; Leadeship; Multilingual; Multilingualism; Public education policies; Translanguaging
|
|
URL: https://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1566&context=doctoral_dissertations https://scholarworks.umb.edu/doctoral_dissertations/567
|
|
BASE
|
|
Hide details
|
|
Page: 1 2 3 4 5 6 7 8 9... 18
|
|