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| 141 |
“LET ME TALK MY SHIT”: EXPLORING RACIOCULTURAL TRAUMA THROUGH EMBODIED ARTS
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In: Doctoral Dissertations (2021)
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| 142 |
Critical Multicultural Engagement with Children's Texts: Perspectives, Power, and Positioning
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In: Doctoral Dissertations (2021)
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| 143 |
“Mama, Let’s Read!”: Critical Race Perspectives and the Centrality of Language in Everyday Literacies
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In: Korina Jocson (2021)
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| 144 |
EXPLORING LANGUAGE, CULTURE AND IDENTITY: PERSPECTIVES FROM NON-NATIVE ARABIC UNIVERSITY TEACHERS IN THE US
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In: Doctoral Dissertations (2021)
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| 145 |
Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community
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In: Theses and Dissertations (Comprehensive) (2021)
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| 146 |
Collaborative Classrooms: Incorporating Pragmatics and Technology in Language Learning with a Focus on Generation 1.5
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In: All Graduate Plan B and other Reports (2021)
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| 147 |
Public Perceptions of Language Education in Taiwan: English in a Multilingual Context
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2021)
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| 148 |
The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 149 |
"Are We Excavating Today?" A Portrait of Vocabulary-Enhanced Intervention Practices
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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| 150 |
Upper Elementary and Middle School U.S. Teachers’ Views of Grammar and Its Instruction
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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| 151 |
Writing to Transgress: Autobiographies and Family Trees as Multimodal and Culturally Sustaining Writing Pedagogy
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In: Teaching/Writing: The Journal of Writing Teacher Education (2021)
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| 152 |
“We Treat Them Like Animals in a Cage”: A Dialogic Exploration of Refugee
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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| 153 |
Sociocultural Implications of Providing Differentiated and Equitable Learning Strategies in Spanish Language Classes
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 154 |
Scaffolding Agentic Literacy & Voice Honoring Practices For Language Minority Students
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 155 |
Balancing the Double-Edged Sword of Implementation: An Eclectic Approach
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In: All Graduate Plan B and other Reports (2021)
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| 156 |
Teaching in the Digital Age: Creating a Student-Centered Classroom
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In: All Graduate Plan B and other Reports (2021)
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| 157 |
Meeting the Needs of Adult Language Learners: A Focus on Communication and Literacy
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In: All Graduate Plan B and other Reports (2021)
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| 158 |
Flipgrid and Second Language Acquisition Using Flipgrid to Promote Speaking Skills for English Language Learners
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In: Master’s Theses and Projects (2020)
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Abstract:
Integrating twenty-first century skills within the classroom has become a global driving force within the educational field. While schools have adopted models of one-to-one technology or digital formats for native English speakers, addressing the twenty-first century skills for English language learners have been absent. Given that the present global society is driven on bilingualism and multilingualism, English language learners need to be given the equitable digital opportunity to build their twenty-first century skills. The purpose of this mixed methods research study is to explore the influence and use of the digital application, Flipgrid, on the oral, English development for foundational, beginning, English language learners. Students completed four Flipgrid videos, with each video increasing in the level of complexity and difficulty, as measured by Bloom’s (1984) taxonomy, and decreasing the level of scaffold and support the students received. Students’ recorded Flipgrid videos were assessed through the speaking rubric as designed by WIDA, and the data was triangulated with an outside ESL teacher. The results revealed that the use of digital video applications can increase student second language acquisition fluency when presented with proper scaffolds and supports. It was concluded that digital video applications do not replace physical scaffolds, and scaffolds should not be pulled from students unless prepared, presented, and practiced.
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Keyword:
and Multicultural Education; Bilingual; English Language and Literature; ESL; Flipgrid; Language and Literacy Education; Language Scaffolding; Multilingual; Second Language Acquisition; Triangulated Data
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URL: https://vc.bridgew.edu/cgi/viewcontent.cgi?article=1075&context=theses
https://vc.bridgew.edu/theses/75
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| 159 |
Phil the Phytoplankton
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In: World Languages and Cultures (2020)
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| 160 |
Investigando los Éxitos y las Dificultades de Implementar un Programa de Inmersión Dual a Través de las Perspectivas de Tres Administradores
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In: World Languages and Cultures (2020)
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