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Diversidade linguística e cultural de Macau e educação intercultural: problemas e perspetivas
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| 423 |
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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| 424 |
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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| 425 |
© 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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| 426 |
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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| 428 |
References
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In: http://www.txsha.org/_pdf/CLD_Corner/16.pdf
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| 429 |
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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| 430 |
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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| 431 |
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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| 432 |
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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Abstract:
Nuestro principal objetivo en este trabajo se centra en determinar qué variables individuales, asociadas teóricamente al logro académico, pueden llegar a discriminar entre aquellos alumnos, autóctonos e inmigrantes, que aprueban o suspenden las asignaturas de Lengua Castellana y Literatura y Lengua Gallega y Literatura. Así, utilizando una muestra de 465 alumnos autóctonos y 275 latinoamericanos de ESO realizamos un estudio transversal utilizando como principales instrumentos una escala para alumnado y un protocolo para el profesorado. Con los datos recabados llevamos a cabo un análisis discriminante de inclusión por pasos con el Método de Distancia de Mahalanobis. Encontramos diferencias significativas en los resultados de los alumnos en función de su procedencia y en relación con lasmaterias de lengua examinadas (lengua y literatura castellana y lengua y literatura gallega). La diferencia que más sobresale entre los dos subgrupos de suspensos y aprobados en ambas materias se establece en el papel de los factores relacionados con el nivel de aula para los aprobados y, para los suspensos, en los factores referidos al nivel del estudiante, con especial relevancia del factor edad y del correspondiente a los hábitos de estudio ; This work is aimed at determining which personal variables, theoretically related to school performance, may discriminate between natives and immigrant students who pass or fail the subjects of Spanish Language and Literature and Galician Language and Literature. To this end, using a sample of 465 native students and 275 Latin American students in Secondary Education we have carried out a transversal study employing as main tools a scale for students and a protocol for teachers. With the collected data we have conducted a stepwise inclusion discriminant analysis with the Mahalanobis Distance method. We have found significant differences in students’ performance according to their origin and the language subject under study (Spanish Language and Literature and Galician Language and Literature). The difference that arises mostly between the two subgroups of students who fail and pass both subjects is established according to the classroom-level factors for those who pass and according to the student-level factors for those who fail, with special emphasis on the factors related to age and study habits ; SI
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Keyword:
Alumnado inmigrante; Cultural diversity; Diversidad cultural; Eje lingüístico; Immigrant students; Linguistic axis; Personal variables; Rendimiento académico; School performance; Variables personales
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URL: http://hdl.handle.net/10347/24224
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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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