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Source or target first? Comparison of two post-editing strategies with translation students
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In: https://hal.archives-ouvertes.fr/hal-03546151 ; 2022 (2022)
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Revealing the Secrets of Small Talk: Can Adult Language Learners Be Taught This Sociolinguistic Skill?
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Post-editing Machine Translation in MateCat: a classroom experiment
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Herget, Katrin. - : Editorial Universitat Politècnica de València, 2021
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Kooperationen im Vorbereitungsdienst zu "Sprachbildung". Evaluation einer Qualifizierungsmaßnahme ...
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Kooperationen im Vorbereitungsdienst zu "Sprachbildung". Evaluation einer Qualifizierungsmaßnahme
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In: Journal für LehrerInnenbildung 20 (2020) 4, S. 68-77 (2020)
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Teaching, research and the Canadian professoriate : findings from the 2018 APIKS survey
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Broadening Perspectives: Using Multiple Teaching Approaches to Meet the Needs of Language Students
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In: All Graduate Plan B and other Reports (2020)
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Main issues in language teaching: what stance to adopt? ; Principaux enjeux de la didactique des langues: quelle posture adopter?
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In: ISSN: 1987-8753 ; Etudes Interdisciplinaires en Sciences humaines ; https://hal-univ-paris3.archives-ouvertes.fr/hal-02520262 ; Etudes Interdisciplinaires en Sciences humaines, Collège Doctoral Francophone Régional d’Europe Centrale et Orientale en Sciences Humaines (CODFREURCOR), 2019, Creative Industries in Post-Humanism, Études interdisciplinaires en Sciences humaines, pp.3-25 (2019)
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O papel do léxico específico na área do direito para o desenvolvimento de competências orais e escritas ; Role of the lexicon specificity for oral and written skills development in law field
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Mastelaro, Quezea Regina Albolea. - : Biblioteca Digital de Teses e Dissertações da USP, 2019. : Universidade de São Paulo, 2019. : Faculdade de Filosofia, Letras e Ciências Humanas, 2019
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| 10 |
Disabling Relationships: Exploring Encounters in Segregated Special Needs Classrooms
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| 11 |
Dilemma and Knowledge - Book Review of Re-Imagining Utopias: Theory and Method for Educational Research in Post-Socialist Contexts
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In: Comparative and International Education / Éducation Comparée et Internationale (2019)
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Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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Teasing transcription: Iterations in the liminal space between voice and text
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In: Middle and Secondary Education Faculty Publications (2018)
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Accent, intelligibility, and identity in international teaching assistants and internationally-educated instructors
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The Intentional Student: Strategies to Help Students of Low-Socioeconomic Status Succeed at Post-Secondary Institutions
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In: National Youth Advocacy and Resilience Conference (2017)
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Using PELA to Predict International Business Students’ English Writing Performance with Contextualised English Writing Workshops as Intervention Program
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In: Journal of University Teaching & Learning Practice (2017)
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Whiteness FAQ: Responses and Tools for Confronting College Classroom Questions
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In: Journal of Critical Thought and Praxis (2016)
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White Fatigue: Rethinking White Resistance in the Post-Obama Era
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In: Curriculum Studies Summer Collaborative (2016)
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| 19 |
Trabajo de la lengua / Trabajo de sentido: la lección de Alcira Saavedra sobre Ferdinand de Saussure
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In: Signo y seña, ISSN 2314-2189, Nº 30, 2016, pags. 37-52 (2016)
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Young, Gifted, and Brown: Ricanstructing Through Autoethnopoetic Stories for Critical Diasporic Puerto Rican Pedagogy
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In: Dissertations & Theses (2015)
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Abstract:
Young, Gifted and Brown is a journey of two directions converging. It is a study of Puerto Rican Diaspora in higher education, specifically, students making sense and meaning of their everyday. It is also a study of how I have related to them as a professor. Together, this is a story: research done creatively, toward the development of Critical Pedagogy for Puerto Rican Diaspora. The research question is: what has made the Puerto Rican Diaspora in the United States flourish and their lived experience meaningful? How can a diasporic people connect with and affirm their roots in an educational system far from home? The answer is rooted in creativity: how does poetry provoke students to teach each other about their experiences and to learn with each other through sharing their own poetry? This Dissertation was composed through poetic performance ethnography, from which I have developed my findings from students’ reflections on their lives through the AutoEthnoPoetic. The process is deeply informed by Eugenio María de Hostos’ moral social and José Martí’s poetic pedagogy as well as race critical educational theories, including Culturally Relevant Pedagogy. Through an AutoEthnoPoetic journey through puertorriqueñidad, “Puerto Rican-ness,” or sense of being Puerto Rican, there are lessons for students and educators on how poetic performance ethnography can facilitate success and alegría (happiness) and inspire, motivate, and celebrate in an education system where diaspora are present. This Dissertation contains three MP3 files and 13 MP4 files. The electronic version of this dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and Ohiolink ETD Center, www.ohiolink.edu/etd
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Keyword:
aesthetic leadership; American Studies; and Multicultural Education; Associate's degree students; Bilingual; college; Curriculum and Instruction; Curriculum and Social Inquiry; Diaspora Studies; Education; educational leadership; Educational Methods; Educational Sociology; Ethnicity and Post-Colonial Studies; higher education; Latin American Studies; Latina / Latino Studies; Latina/o Studies; Leadership Studies; Multilingual; performance ethnography; poetic inquiry; poetry; Puerto Rican Studies; Race; Race and Ethnicity; Scholarship of Teaching and Learning
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URL: https://aura.antioch.edu/cgi/viewcontent.cgi?article=1243&context=etds
https://aura.antioch.edu/etds/236
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