Page: 1 2 3 4 5 6 7... 287
41 |
Liberating Instruction: A Critical Bilingual Literacy Approach for Latinx Students
|
|
|
|
In: Journal of Multilingual Education Research (2021)
|
|
BASE
|
|
Show details
|
|
42 |
Silencing Students' Voices in an Era of Academic Language
|
|
|
|
In: Journal of Multilingual Education Research (2021)
|
|
BASE
|
|
Show details
|
|
43 |
What does research tell us about experiences and forms of bilingual education?
|
|
Costa, F. (orcid:0000-0002-5478-9575). - : Peter Lang, 2021. : country:DEU, 2021. : place:Frankfurt, 2021
|
|
BASE
|
|
Show details
|
|
44 |
Syrian children’s perceived integration into Turkish national education system
|
|
|
|
In: University of South Florida M3 Center Publishing (2021)
|
|
BASE
|
|
Show details
|
|
45 |
Las desigualdades sistémicas del Sistema de Educación Intercultural Bilingüe se profundizan durante la crisis sanitaria del COVID-19 (Investigaciones)
|
|
|
|
BASE
|
|
Show details
|
|
46 |
Bilingual education as a prospective form of tertiary education in higher education institutions
|
|
|
|
BASE
|
|
Show details
|
|
47 |
Revisión de ABC mouse: implicaciones para educación bilingüe ; Review of ABC mouse: implications for bilingual education
|
|
|
|
BASE
|
|
Show details
|
|
48 |
Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
|
|
|
|
BASE
|
|
Show details
|
|
49 |
Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
|
|
|
|
BASE
|
|
Show details
|
|
50 |
Bilingüismo español-inglés en centros de la Comunidad de Madrid: un estudio de caso ; Bilingualism Spanish- English in schools in the Community of Madrid: a case study
|
|
Fernández Riesgo, Lucía. - : Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura, 2021
|
|
BASE
|
|
Show details
|
|
51 |
Employability, international mobility and intercultural awareness in Bilingual Education: Studying the perceptions of pre-service bilingual teachers
|
|
|
|
BASE
|
|
Show details
|
|
52 |
Translanguaging Views and Practices of Indiana Dual-Language Bilingual Education Teachers
|
|
|
|
In: The Journal of Purdue Undergraduate Research (2021)
|
|
BASE
|
|
Show details
|
|
53 |
Gamification proposal for a unit of a bilingual section in the english language ; Propuesta de gamificación para una unidad de sección bilingüe en la lengua inglesa
|
|
|
|
BASE
|
|
Show details
|
|
54 |
Division to Unification: Concept of the Chinese Nation Behind Bilingual Education Policies in the Sichuan Tibetan Area
|
|
|
|
BASE
|
|
Show details
|
|
55 |
Feeling their way towards justice: The embodied emotional journeys of critically conscious bilingual teachers
|
|
|
|
Abstract:
Thesis (Ph.D.)--University of Washington, 2021 ; Elementary bilingual education programs in the U.S. today are troubled by many racial and linguistic inequities (Snyder, 2020). In order to navigate these complex program environments and make choices in their daily teaching, novice teachers must develop a critical awareness of power and its manifestation in classroom environments. Recent research has suggested that this awareness, or critical consciousness should be a central aspect of teaching and learning in all bilingual programs (Palmer et al., 2019). Currently, the field of education knows little about how such a consciousness develops, how it is manifested or how it is connected to everyday classroom experiences. My dissertation study utilized a critical ethnographic approach (Madison, 2005) to engage novice dual language teachers in a collaborative exploration of the daily experience of critical consciousness. I engaged in participant observation, semi-structured interviews and collective critical reflection group meetings to gather qualitative evidence of teachers’ embodied critical consciousness and its impacts in their practice. Findings indicate that critical consciousness enabled novice teachers to interpret, navigate and respond to systemic inequities in their new teaching environments. Furthermore, the teachers’ formulated a collective critical consciousness underpinning a shared culture of subversive teaching. These findings point to strong connections between critical consciousness, identity, emotion and social justice oriented pedagogies. The study also illuminates the potential of shared critique to foster transformative approaches to bilingual education.
|
|
Keyword:
Bilingual education; critical consiousness; dual language; Education - Seattle; emotion; Teacher education; teacher knowledge
|
|
URL: http://hdl.handle.net/1773/48009
|
|
BASE
|
|
Hide details
|
|
56 |
Scaffolding Teacher Candidates' Development as Linguistically Responsive Teachers via a Team-Based Rehearsal Process with Structured Talk Tasks
|
|
|
|
BASE
|
|
Show details
|
|
57 |
Mathematics for Portuguese students with hearing impairment: an exploratory study of mathematical terms/concepts used in inclusive schools
|
|
|
|
BASE
|
|
Show details
|
|
58 |
A ALFABETIZAÇÃO EM LÍNGUA PORTUGUESA PARA CRIANÇAS SURDAS: A RELEVÂNCIA DA ABORDAGEM BILÍNGUE
|
|
|
|
BASE
|
|
Show details
|
|
59 |
Language attitudes of young Romanians in Catalonia (Spain): The role of heritage language maintenance programs
|
|
|
|
BASE
|
|
Show details
|
|
60 |
The Effects of Bilingual Education on Dual Language Learners' Academic Outcomes
|
|
|
|
In: Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences (2021)
|
|
BASE
|
|
Show details
|
|
Page: 1 2 3 4 5 6 7... 287
|
|