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For Critical Language Awareness and Against the “Exclusive-use-of-the-target-language” Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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| 9 |
СИНТАКСИЧЕСКИЙ ПОТЕНЦИАЛ ДВОЙНОГО УПРАВЛЕНИЯ ГЛАГОЛОВ В ГРЕЧЕСКОМ И РУССКОМ ЯЗЫКАХ ... : SYNTAGMATIC POTENTIAL OF DOUBLE GOVERNED VERBS IN GREEK UND RUSSIAN ...
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THE ROLE OF WORD FORMATION IN ENRICHING ENGLISH VOCABULARY ... : РОЛЬ СЛОВООБРАЗОВАНИЯ В ОБОГАЩЕНИИ АНГЛИЙСКОЙ ЛЕКСИКИ ...
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Linguistic Mathematical Relationships Saved or Lost in Translating Texts: Extension of the Statistical Theory of Translation and Its Application to the New Testament
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In: Information; Volume 13; Issue 1; Pages: 20 (2022)
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| 12 |
Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs
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In: Education Sciences; Volume 12; Issue 1; Pages: 35 (2022)
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The “Social” in Social VR: A Linguistic Analysis of Verbal Behavior in Groups ...
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| 14 |
Communication and Feminist New Materialism: Methodologies to understand the continuum between matter and discourse
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In: FZG - Freiburger Zeitschrift für GeschlechterStudien ; 24 ; 1 ; 55-70 ; Der Ort des Politischen in den Critical Feminist Materialisms (2022)
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| 15 |
Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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Abstract:
Demographic shifts in the US over the last two decades have increased the diversity gap between teachers and their students. The majority of multilingual children entering US public schools face the challenge of learning academic content in not just one, but two languages. Despite many of the positive effects of being bilingual, Dual Language Learners (DLLs) often face more challenges in education achievement and opportunities than their monolingual English-speaking peers. A key factor of this challenge is the fact that DLLs tend to have monolingual English-speaking peers, and teachers have been shown to play a critical role in student learning. Through surveys, interviews, and classroom observations, this study explores to what extent NH teachers of DLLs understand and enact research-based practices known to develop oral language. Contextual factors such as level of administrative support and availability of resources in students’ first languages were also identified as affecting teachers’ practices. Research such as this aims to shed light on whether or how research-based practices are making their way into classroom practices. The implications will shed light on the needs for teacher and administrator preparation.
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Keyword:
and Multicultural Education; Bilingual; Curriculum and Instruction; Dual Language Learners; Early Childhood Education; Education; English Language Learners; Multilingual; New Hampshire; Teachers
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URL: https://scholars.unh.edu/cgi/viewcontent.cgi?article=1622&context=honors
https://scholars.unh.edu/honors/614
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| 16 |
Ko Te Reo i Te Rarawa pēhea rainī te tūāhua reo o ngā mātua tūpuna i Pukepoto
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| 17 |
Deutschkenntnisse entwickeln sich bei Geflüchteten und anderen Neuzugewanderten ähnlich: Sprachkurse spielen wichtige Rolle
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Responding to sociolinguistic change: New speakers and variationist sociolinguistics
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| 20 |
The Value and Use of the Telugu Language in Young Adults of Telugu-Speaking Backgrounds in New Zealand
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