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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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Abstract:
This study explored the interplay between early learning and development standards (ELDS) and emergent bilingual learners (EBLs) in PreK classrooms in Boston, Massachusetts. The study explored how preschool teachers and policy experts understand ELDS, and how teachers integrate ELDS with their practice generally, and specifically with regard to EBLs. To do so, it sought to understand the ways in which EBLs are positioned in Massachusetts’ ELDS; how ELDS are understood, perceived, and enacted in general education, sheltered English immersion (SEI), and dual language PreK classrooms; and how state and district level education policy experts perceive the relationships between Massachusetts language policy, ELDS, and the needs of young EBLs. The study contextualized ELDS within a sociocultural framework in order to provide an understanding of the role of standards in the early education of EBLs. Employing qualitative interviews and a review of ELDS documents, the study was situated within the context of the Massachusetts 2002 Question 2 legislation, which banned bilingual education and instead instituted SEI classrooms. The researcher found that Vygotsky and Rogoff’s sociocultural theories of learning were helpful in framing understandings of ELDS in their development and in practice. Using this lens allowed for depth in understanding the power dynamics in the development of ELDS, including reflecting on the dominant benchmarks considered in the writing of standards. As part of a systemic approach to educational equity, ELDS should be carefully reviewed within the context of a Eurocentric orientation in order to influence their nature. Using a sociocultural theoretical lens also allowed for depth in understanding ELDS implementation, including how children’s native languages and cultures are impacted by perceptions of EBL ability and achievement. The study offers suggestions including: reviewing and consolidating standards; changes to education and professional development (pre-service and in-service); policy changes in entry procedures for EBLs; more nuanced understandings of the inherent biases that undergird serving this population equitably; a heteroglossic view of dual language assessments; increasing workforce diversity; supporting paraprofessionals; improved communication with families; increased monitoring and feedback of ELDS; reconciling state and district early childhood work expectations; and an increased policy focus on EBLs.
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Keyword:
Bilingual; Early childhood education; Education; Education and state; Preschool; Preschool teachers; School management and organization
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URL: https://doi.org/10.7916/d8-79xf-sx22
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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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| 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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