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Diversidade linguística e cultural de Macau e educação intercultural: problemas e perspetivas
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Sustainable Quality of Life: Cultural Diversity, Environmental Law and Building Citizenship
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In: http://mach.webs.ull.es/PDFS/VOL4_2/VOL_4_2_e.pdf
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Cultural Heritage in CLEF (CHiC) Overview 2012
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In: http://www.clef-initiative.eu/documents/71612/0cadb163-3e32-4f16-a659-b457480c2a29/
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© InternationalJournal.org Turkish Cinema, Cultural Identity and Beyond
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In: http://www.openaccesslibrary.org/images/ROM405_Meral_z_nar.pdf
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THE IMPACT OF ETHNOLINGUISTIC DIVERSITY ON ENTREPRENEURIAL ACTIVITY: A CROSS-COUNTRY STUDY
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In: http://www.csb.uncw.edu/people/galbraithc/ethnolinguistic article 11-30-07 ijesb working paper format.pdf
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Our Lady of the Lake University
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In: http://www.aabri.com/manuscripts/141955.pdf
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References
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In: http://www.txsha.org/_pdf/CLD_Corner/16.pdf
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Learning to advocate for educational equity in a teacher credential program
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In: http://www.monarchcenter.org/pdfs/Athanases_06.pdf
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Dual-language Books: Addressing Linguistic and Cultural Diversity in French Immersion Classrooms
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In: http://web.uvic.ca/~literacy/UVic Language and Literacy 2008 Conference Proceedings/7. Dual-language Books - Addressing Linguistic and Cultural Diversity in French Immersion Classrooms.pdf
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Abstract:
Canada are now bringing with them home languages other than French or English. This diversity requires extensive modifications in the classroom to attend to the needs of children with linguistic roots from around the world. Typically the focus and delivery of early elementary F.I. teaching is on French alone. However, a growing body of literature suggests that qualified inclusion of the child’s first language is also advantageous. The main objective of the research was to study one method of employing dual-language books written in both French and a variety of mother tongue languages spoken by the parents of children in a selected Kindergarten F.I. classroom. The results of the study demonstrated that there was no negative effect of using dual-language books in the classroom. On the contrary, there was strong support of dual language book use by the classroom teacher and the volunteers who participated in the study. The most significant finding was that dual language books offer a meaningful volunteer experience in F.I. classrooms. As well, this study supports past research, which demonstrated that dual-language books allow students to share their linguistic knowledge and cultural roots with their teacher and peers.
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Keyword:
cultural diversity; cultural responsive pedagogy; French Immersion; linguistic diversity
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.576.9120
http://web.uvic.ca/~literacy/UVic Language and Literacy 2008 Conference Proceedings/7. Dual-language Books - Addressing Linguistic and Cultural Diversity in French Immersion Classrooms.pdf
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Identity Loss: Amazigh Females in Kelaa Sraghna
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In: http://www.sciencelib.fr/IMG/pdf/Identity_Loss_Amazigh_Female_Speakers_in_Kelaa_Sraghna-2.pdf
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Whiteness: Influence, Decision-Making, and Cultural-Linguistic Disproportionality in Special Education Placements
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Rendimiento Académico y Diversidad Cultural: el Eje Lingüístico ; School Performance and cultural diversity: the linguistic axis
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| 434 |
Public policies, diversity and national cinemas in the spanish context: Catalonia, Basque Country and Galicia
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Making room inside the doughnut: European audiovisual subtitling in non-hegemonic languages as an opportunity for global language justice
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Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
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