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Hits 121 – 140 of 14.798

121	Mystery-Methode im digitalen Fernunterricht. Förderung der kommunikativen Kompetenz im Spanischunterricht
	München : GRIN Verlag, 2021
	DNB Subject Category Language
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122	Chante avec moi : Traditionelle französische Lieder für Kindergarten und Grundschule mit vielen Spiele- und Unterrichtsideen
	Bolzius, Annette Friederike [Verfasser]. - München : GRIN Verlag, 2021
	DNB Subject Category Language
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123	Chante avec moi : Traditionelle französische Lieder für Kindergarten und Grundschule mit vielen Spiele- und Unterrichtsideen
	Bolzius, Annette Friederike [Verfasser]. - München : GRIN Verlag, 2021
	DNB Subject Category Language
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124	Das französische und das deutsche Schulsystem im Vergleich. Wie wird die Fremdsprache im Nachbarland unterrichtet?
	München : GRIN Verlag, 2021
	DNB Subject Category Language
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125	Family language policy in the Polish diaspora : a focus on Australia
	Romanowski, Piotr. - London : Routledge, 2021
	BLLDB
	UB Frankfurt Linguistik
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126	Mehrsprachigkeit
	Busch, Brigitta. - Wien : facultas, 2021
	BLLDB
	UB Frankfurt Linguistik
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127	Semantisch-konzeptuelle Vernetzungen im bilingualen mentalen Lexikon : eine psycholinguistische Studie mit deutsch-türkischsprachigen Jugendlichen
	Veletić, Sebastian. - Berlin, Germany : J.B. Metzler, 2021
	BLLDB
	UB Frankfurt Linguistik
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128	The ideological foundations of Breton and Lower Sorbian language revitalization through education and their consequences for new speakers
	Hornsby, Michael; DOLOWY-RYBINSKA, Nicole; Chojnicka, Joanna...
	In: ISSN: 1367-0050 ; International Journal of Bilingual Education and Bilingualism ; https://hal.archives-ouvertes.fr/hal-03516435 ; International Journal of Bilingual Education and Bilingualism, Taylor & Francis (Routledge), 2021, ⟨10.1080/13670050.2021.1999900⟩ (2021)
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129	La Educación Bilingüe: Una breve historia de la educación bilingüe en los Estados Unidos y otros países y sus beneficios
	Masters, Zachary Taylor
	In: World Languages and Cultures (2021)
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130	A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
	O'Reardon, Chandler Flannery
	In: Senior Projects Spring 2021 (2021)
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131	An explanatory sequential mixed methods study exploring interpersonal relationships and social-emotional learning in dual language two-way immersion and general education classrooms.
	Muzquiz, April R., 1979-. - 2021
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132	Caregivers’ choice against : a case study of caregivers’ denial of language services in Central Texas.
	Page, Barbara Raquel, 1989-. - 2021
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133	Témoignages professionnels d’une alternative pédagogique d’éducation bilingue : 2LPE, p.17-29
	DECK, CHRISTIAN; ROUSSEL, VÉRONIQUE; Sabria, Richard
	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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134	Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
	Woodford, Ashley. - : eScholarship, University of California, 2021
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135	Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
	Gregory, Jolene Ruth. - : eScholarship, University of California, 2021
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136	Loving the Language: The Choice, Marketing, and Impact of Mandarin Immersion
	Watson, Edward. - : eScholarship, University of California, 2021
	Abstract: This study investigates why and how Americans of various social locations are choosing Mandarin Immersion Programs, a form of bilingual education, as a source of cultural and linguistic transmission. Mandarin Immersion Programs are elementary school programs where children learn a foreign language and culture through a traditional elementary school curriculum. The growing number of language immersion programs and their locations outside ethnic enclaves, suggests that they hold some attraction to Americans of various backgrounds. To investigate this phenomenon, I examine Mandarin Immersion Programs through three related questions: 1) why do parents, without a Mandarin-speaking background or culture, choose a Mandarin Immersion Program? 2) how and why does a school promote a Mandarin Immersion Program when the student body is majority Hispanic? 3) how does the implementation of the Mandarin Immersion Program and the parents it attracts, impact the school environment? The analysis draws on two different, but related sets of data collection primarily located in the state of California. The first set of mixed-methods data was collected during the 2015-2016 school year and included a 500-respondent parent survey and 15 interviews with Black and White parents. The second set of data was collected three years later, during the 2018-2019 academic year. It narrows the focus to one Mandarin Immersion Program placed within a traditional English-only elementary school. The school serves a primarily working-class Hispanic student population within a conventional public-school district. The Mandarin Immersion Program is a strand of the school, as not all the students are learning in two languages. For the 2018-2019 academic school year, I spent approximately 300 hours observing four elementary classrooms and various parent and administrator meetings. I supplement the observations with twenty-five parent, teacher, and administrator interviews. This dissertation reveals several key findings in three stand-alone substantive chapters. First, in Chapter 2, I find that White and Black parents frame the benefits of immersion for their children differently. White parents want to give their children a future advantage to sustain their place within the academic hierarchy. Black parents choose Mandarin Immersion to circumvent structural issues within the educational system that may impact their children negatively. In Chapter 3, I find that a struggling school uses the immersion program to attract parents from outside the school catchment area resulting in an improved school based on state metrics. The immersion parents that arrive are generally middle-class and begin to occupy many parental positions of influence. I argue that the district does not take the majority Hispanic student body into account because their goals are not necessarily educational or citizenship-building. Rather, the goals are to increase school enrollment, test scores, and resources by bringing middle-class parents into the school through branding itself as a gateway to a global community. Finally, in Chapter 4, I show how the immersion program creates a more racially and economically diverse student body. However, the integration is superficial, and the structure of the program creates two schools under one roof. Mandarin Immersion parents leverage their social class resources to make changes to the school that primarily benefit their children and may eventually push out the families that existed before the immersion program arrived.
	Keyword: Bilingual education; Class; Dual Immersion; Race; School Choice
	URL: https://escholarship.org/uc/item/4jr497sk
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137	Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically.
	Reynoso, Juan Angel. - : eScholarship, University of California, 2021
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138	Teacher Perceptions of Sociocultural Competence in Dual Language Education
	PALMIERI, ANGELA. - : eScholarship, University of California, 2021
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139	Bilingual Education for Asian Americans
	Zhou, Yuanqi Ivy
	In: Asian American Research Journal , vol 1, iss 1 (2021)
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140	The Reflective Journal: A Transnational Networking Instrument for (TESOL) Teachers
	Di Pardo Léon-Henri, Dana; Ahmed, Anwar; Barnawi, Osman
	In: Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts ; https://hal.archives-ouvertes.fr/hal-03579986 ; Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts, Palgrave Macmillan, pp.287-309, 2021, 978-3-030-64139-9 ; https://link.springer.com/book/10.1007/978-3-030-64140-5#editorsandaffiliations (2021)
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