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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 21 1 Border inspections in a dual-language, second-grade classroom in the U.S. Midwest Lang, Maria Guadalupe. - 2019 BASE Show details 2 Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice Kiramba, Lydiah Kananu; Harris, Violet J. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2018) BASE Show details 3 Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya Kiramba, Lydiah Kananu. - 2016 BASE Show details 4 Deepening pre-service teachers' understandings of race and ethnicity through intergroup dialogue Murray-Everett, Natasha Camille. - 2016 BASE Show details 5 Culturally relevant literacy practices: a case of a Brazilian emergent bilingual Felicio, Vivian Carla Andrade. - 2015 BASE Show details 6 "You don't speak correct English": Teacher knowledge about linguistic diversity/language acquisition and its role in pedagogy Lee, Alice Y. - 2015 BASE Show details 7 A phenomenon in the making: the Hizmet Movement, its philosophy on education, schools, and notions of bilingual education Incetas, Yusuf. - 2014 BASE Show details 8 Fragile bilinguals: rescaling "good" and "bad" South Korean bilinguals Choi, Lee Jin. - 2014 BASE Show details 9 Understanding teachers' use of formative assessment practices during literacy Geoghegan, Cristin. - 2014 BASE Show details 10 The democratic vision of teaching literature: preschool bilingual children's reading of literature with social justice Kim, So Jung. - 2013 BASE Show details 11 Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time Park, Hye-Young. - 2013 BASE Show details 12 The nested contexts of language use and literacy learning in a South African fourth grade class: understanding the dynamics of language and literacy practices Mkhize, Dumisile. - 2013 BASE Show details 13 Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy Byfield, Lavern. - 2012 Abstract: Few studies on English language learners (ELLs) focus on teachers’ perceptions of bilingualism and bidialectalism and describe the impact of those perceptions on language arts pedagogy. While numerous studies have explored the teaching of diverse students and the negative effects of standardized tests on the quality instruction these students receive (Bielenberg & Wong Fillmore, 2005; Evans & Hornberger, 2005; Garcia & Bauer, 2009; Jimenez & Teague, 2009; McCarthey, 2008; Valenzuela, 2005), none of these studies have examined teachers’ perceptions of bilinguals and bidialectals and the effects of teaching them English. This research was designed to understand how teachers’ perceptions are influenced by sociocultural contexts and shape their language teaching. I draw on sociocultural theories that support the use of students’ lived experiences in the teaching/learning process (Lee, 2006; Moll, Amanti, Neff, & Gonzalez, 2005). The funds of knowledge phenomenon (Moll, Amanti, Neff, & Gonzalez) and cultural modeling framework (Lee) both subscribe to the notion that language minority students have knowledge that should be validated in classrooms. A three-phased approach was used to understand how perceptions influenced teachers’ language pedagogy. For the first phase, I completed a survey with nine teachers and the principal in a multilingual school. In the second and third phases, I interviewed and observed four teachers over three months to analyze as case studies. The data showed that the teachers focused on the Hispanic students as needing language intervention and mostly overlooked the Amish students who spoke a German dialect. The study suggests that although ELLs include several language minority groups, teachers associated language minority students with being Hispanic. Essentially, teachers conflated race/ethnicity with language in the discourse about language minority students. Keyword: English language arts pedagogy; English language learners; language minority students; teachers' perceptions URL: http://hdl.handle.net/2142/34201 BASE Hide details 14 Rewriting writing: classrooms as the construction site for literacy between teachers, students, and the curriculum Yoon, Haeny. - 2012 BASE Show details 15 Stories of the intersection: Indonesian "street children" negotiating narratives at the intersection of society, childhood, and work Dewayani, Sophie. - 2011 BASE Show details 16 Profiles and Perspectives - In Praise of a Scholarly Force: Rudine Sims Bishop Harris, Violet J In: Language arts. - Urbana, Ill. : Council 85 (2007) 2, 153-159 OLC Linguistik Show details 17 Multicultural issues in literacy research and practice Willis, Arlette Ingram (Hrsg.); García, Georgia Earnest (Hrsg.); Harris, Violet J. (Hrsg.) In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 30 (1998) 2, 181-319 BLLDB Show details 18 Introduction: Appropriating and Creating Space for Difference in Literacy Research García, Georgia Earnest; Willis, Arlette Ingram; Harris, Violet J. In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 30 (1998) 2, 181-204 OLC Linguistik Show details 19 Revisiting the first-grade studies : the importance of literacy history Graves, Michael F. (Mitarb.); Dykstra, Robert (Mitarb.); Bond, Guy L. (Mitarb.)... In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 32 (1997) 4, 340-445 BLLDB Show details 20 A Communication Class: A Place Where Things Happen Kleemann, Linda Lou. - 1997 BASE Show details Page: 1 2

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