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Improving Chinese Language Learning through Collaborative Kahoot Mode
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 142 |
Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 143 |
Needs Analysis in Teaching Chinese for Special Purposes: From Theory to Practice
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 144 |
Learning Strategies, Motivation and Learners' Perspectives on Online Multimodal Chinese Learning
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 145 |
Layout of Current US-China Online PD Programs for Chinese Language
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 146 |
Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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| 147 |
Bilingual education in French-speaking sub-Saharan Africa : state of play and challenges to be met
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In: Indigenous hands and voices of african identity : discourse on language rights ; https://hal.archives-ouvertes.fr/hal-03251002 ; Indigenous hands and voices of african identity : discourse on language rights, Enọ-Abasi Urua; Obiajulu Emejulu, Jan 2021, Owerri, Nigeria ; https://www.s-deli.org/indigenous-hands-and-voices-of-african-identity/ (2021)
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| 148 |
Témoignages professionnels d’une alternative pédagogique d’éducation bilingue : 2LPE, p.17-29
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In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-03226575 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2021, « Enseignement et apprentissage des Langues des Signes : perspectives historiques, sociales et linguistiques » ; https://www.aplv-languesmodernes.org/spip.php?article8578 (2021)
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| 149 |
Language distance in orthographic transparency affects cross-language pattern similarity between native and non-native languages.
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In: Human brain mapping, vol 42, iss 4 (2021)
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| 150 |
Stroke or No Stroke: A Case Report of Bilingual Aphasia
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In: Clinical Practice and Cases in Emergency Medicine, vol 5, iss 3 (2021)
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| 151 |
(Not) Keeping another language in mind: Structural representations in bilinguals
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Ahn, Danbi. - : eScholarship, University of California, 2021
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| 152 |
Bilingual advantages in executive functioning: Evidence from a low-income sample
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In: FIRST LANGUAGE, vol 41, iss 6 (2021)
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| 153 |
Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
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| 154 |
Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
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Abstract:
The recent theoretical debate over the role of translanguaging in dual language programs can be described as moving from prohibition to promotion. Indeed, many researchers, theorists, and educators are now encouraging translanguaging. At the center of the debate are teachers and their beliefs, which some argue influence their practice. Teachers’ beliefs and practices are also determinant of what happens in the classroom and directly influences student learning. This study explored teacher beliefs and responses to translanguaging in dual language elementary mathematics classrooms, as well as the functions that the translanguaging served. The study design aimed to reduce inconsistencies between beliefs and practices in previous studies and broaden understanding of translanguaging in less-studied contexts. Each chapter is written as a separate paper, which approaches these topics from different perspectives. The first paper explored 14 elementary dual language teachers’ beliefs and responses to students’ translanguaging. The findings show that the teachers held principally permissive beliefs and uniformly permitted translanguaging. The results suggest a reappraisal of the practices and purposes of translanguaging, especially as they relate to teacher beliefs. The second paper sought to understand 14 dual language elementary teachers’ beliefs and practices of their own translanguaging. It explored the functions it served and the alignment between their beliefs and practice. The findings indicate that while teachers’ beliefs primarily recognize the academic functions of translanguaging, their practice is primarily for social functions. This suggests a necessary reevaluation of the purposes of translanguaging and the associated pedagogical and research implications. The third paper explores how translanguaging rates vary as a function of language of instruction, student language proficiency, location and translanguaging function. It analyzes the translanguaging practices of students and teachers in 32 elementary Spanish-English dual language mathematics classrooms in Texas and California. The findings challenge previous research regarding teachers’ response to translanguaging in dual language programs and the relationship between language proficiency and translanguaging. They also support previous research regarding translanguaging demonstrating an awareness of the linguistic capital and symbolic power that the language of power bestows and contextual patterns of translanguaging. The findings indicate that further research is required, and teacher education and dual language programs need to approach translanguaging from a new perspective.
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Keyword:
Bilingual education; Dual Language Education; Education; Mathematics Education; Teacher Beliefs; Translanguaging
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URL: https://escholarship.org/uc/item/2pw2w476
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| 155 |
Loving the Language: The Choice, Marketing, and Impact of Mandarin Immersion
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| 156 |
Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically.
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| 157 |
Teacher Perceptions of Sociocultural Competence in Dual Language Education
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| 158 |
Bilingual Education for Asian Americans
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In: Asian American Research Journal , vol 1, iss 1 (2021)
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| 159 |
Eastern Dan–French dictionary with a French–Dan index ; Dictionnaire dan de l’Est-français ; Восточный дан-французский словарь и французско-дан индекс
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In: ISSN: 0752-5443 ; EISSN: 2104-371X ; Mandenkan : Bulletin Semestriel d'Études Linguistiques Mandé ; https://halshs.archives-ouvertes.fr/halshs-03195231 ; Mandenkan : Bulletin Semestriel d'Études Linguistiques Mandé, Presses de l'Inalco, 2021, pp.3-332. ⟨10.4000/mandenkan.2541⟩ (2021)
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| 160 |
Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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