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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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КОМПОНЕНТНАЯ ХАРАКТЕРИСТИКА ЯЗЫКОВОЙ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ ... : COMPONENT CHARACTERISTICS OF A LINGUISTIC PERSONALITY IN THE EDUCATIONAL SPACE ...
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Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen ...
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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen
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In: Sachunterricht in der Informationsgesellschaft. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 114-121. - (Probleme und Perspektiven des Sachunterrichts; 32) (2022)
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Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
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In: Australian Journal of Teacher Education (2022)
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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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Exploring the links between student ethnicity, perceived SES and teachers' academic judgements ...
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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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Connecting to Figure Out How to Teach ESOL: A Grounded Theory ...
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Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa ...
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Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa ...
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Psychology of Language Teaching: A Brief Review with Sample Studies ...
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Psychology of Language Teaching: A Brief Review with Sample Studies ...
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Developing Teachers' Advocacy Skills for Multilingual Learners: An Examination of Advocacy in Simulated Environments and School Settings ...
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: University of Virginia, 2022
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Abstract:
This dissertation is a researcher-practitioner response to questions related to the development of multilingual learner (ML) advocacy skills in teacher education settings, as well as questions related to the socially mediated discourse of ML advocacy that evolves over time and within situated learning settings. To advance the agenda of examining the discourse of ML advocacy, as well as how it unfolds in teaching settings, I conducted three studies. In manuscript #1, Dr. April Salerno and I described a simulator role-play assignment in which ML endorsement candidates (ECs) engaged in the work of an ML advocate in a conversation with a simulated general education teacher (in the form of an avatar) who expressed deficit views about an ML and his family. We then examined the discursive practices of three in-service ECs as they separately advocated for the ML. In manuscript #2, I conducted a follow-up study with 15 in-service educators who participated in UVa’s ML programs and the ESL Advocacy Simulation, and I ...
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Keyword:
advocacy; discourse; ESL; multilingual learners; simulated learning; teacher education
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URL: https://dx.doi.org/10.18130/rzp7-g239 https://libraetd.lib.virginia.edu/public_view/w3763778h
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Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School
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In: Sustainability; Volume 14; Issue 4; Pages: 2168 (2022)
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Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice
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In: Sustainability; Volume 14; Issue 6; Pages: 3594 (2022)
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