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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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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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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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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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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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Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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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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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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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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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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(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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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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155 |
Loving the Language: The Choice, Marketing, and Impact of Mandarin Immersion
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Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically.
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Teacher Perceptions of Sociocultural Competence in Dual Language Education
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Abstract:
This exploratory qualitative study explored the perceptions of sociocultural competence held byK-8th dual language immersion (DLI) teachers. Twenty-one K-8th dual language immersion teachers from California were recruited to participate in this study, which sought to understand how K-8th DLI teachers a) perceive and define sociocultural competence, b) explain the implementation strategies and practices that they utilize when addressing sociocultural competence in their classrooms, c) explain the barriers that they face when attempting to address sociocultural competence in DLI settings, and d) describe the learning experiences in preservice and inservice dual language teacher education that contributed to their knowledge of sociocultural competence. The four research questions that guided this study were written utilizing some of the principles of Vygotsky’s sociocultural theory, which reinforce the inextricable connection between language and culture in dual language education, the importance of sociocultural competence as the foundation for language learning, as well as the foundation for the argument that sociocultural competence needs to be intentionally operationalized during instruction (Freire, 2019). Each of the research questions resulted in one key finding. The findings were used to develop three recommendations for DL educators that can be utilized to help address sociocultural competence in dual language education. This study offers a contribution to a knowledge base to further understand sociocultural competence as a multidimensional and complex construct, in order to further explore how to operationalize sociocultural competence DL classrooms. This research provides salient knowledge for language scholars and practitioners on sociocultural competence in dual language education. Further research on the operationalization of sociocultural competence in dual language settings is needed. Importantly, this study acts as a call to action to dual language educators to position critical consciousness at the forefront of the conversations around sociocultural competence, in order to address the inequities that continue to perpetuate systems of oppression, and the neoliberal, English-hegemonic policies that continue to marginalize language minoritized students and Communities of Color in dual language education
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Keyword:
Bilingual education; critical consciousness; culture; dual language education; Education; sociocultural competence; sociopolitical consciousness; third pillar
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URL: https://escholarship.org/uc/item/9ws6h5wh
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Bilingual Education for Asian Americans
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In: Asian American Research Journal , vol 1, iss 1 (2021)
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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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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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