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Language Socialization in a Two-Way Immersion Classroom During the COVID-19 Pandemic: Translanguaging of Spanish-English Bilingual Learners and Their Teachers
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Mehrsprachigkeit und Translanguaging in Migrationsstudien: einige methodologische Überlegungen ; Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Bd. 23 Nr. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 No. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 Núm. 1 (2022) ; 1438-5627 (2022)
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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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Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final
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In: Languages; Volume 7; Issue 1; Pages: 70 (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 23 ; 1 (2022)
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Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
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A pedagogia translíngue e a elaboração de tarefas na formação integral do educando brasileiro ; Translanguaging pedagogy and task design in the Brazilian student's integral education
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Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
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Multilingua Journal of Cross-Cultural and Interlanguage Communication
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CLIL practices in higher education: Exploring translanguaging phenomena in the content classroom
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TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
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Enabling mathematical discourse for English learners during secondary mathematics lessons
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Abstract:
While there is a growing body of research regarding which instructional strategies are beneficial for English Learners (ELs) in mathematics classes (e.g., Chval & Chávez, 2012; Khisty & Chval, 2002; Moll 1988; Moschkovich, 2002), there are few detailed descriptions of what resources ELs draw on to enable their mathematical discourse. Therefore, this dissertation offers a detailed description of how EL students leverage resources contributed by themselves, their teacher, and the mathematical task in order to enable mathematical discourse. At its core, it strives to be an existence proof of how a linguistically diverse classroom with EL students can be a place of rich, meaningful discourse that supports the learning of mathematics. Using data from a teaching experiment designed to create an ideal classroom environment that supports rich mathematical discourse for EL students, I performed an exploratory case study (Yin, 2017) to investigate the following research question: In a specially-designed setting, how can different resources enable discourse for 9th-grade English Learners during mathematics lessons? In particular, I sought to describe the resources contributed by the students, teacher, and task that worked to enable discourse. In Chapter One, I present a statement of the problem, as well as an overview of statistical data regarding English Learners in the United States. Chapter Two is a review of relevant literature. Chapters Three, Four, and Five are each a stand-alone article intended to be submitted for publication. Chapter Three is an article which theorizes resources for enabling discourse. Chapter Four presents results of an empirical study that describes how resources from the student, the teacher, and the task are leveraged by students to enable their discourse. Chapter Five is intended for a practitioner journal and focuses on how the temporizing (intentional delay) of vocabulary can enable discourse for English Learners. Finally, Chapter 6 ties all chapters together and discusses implications and ideas for future research. The benefits of discourse in mathematics classes have been widely studied and accepted. However, there are few studies around how resources are leveraged in order to enable discourse specifically for English Learners studying mathematics in high school classrooms. In addition, there is a pervasive, misguided deficit view of English Learners which may serve as an obstacle for teachers to notice student resources or implement tasks which have the potential for discourse. Small changes in a task or instruction can lead to more opportunities for English Learners to communicate mathematically. Perhaps more important, however, is the need to recognize the abundance of resources that EL students themselves bring into the classroom. By purposefully honoring the multitude of ways students leverage resources to talk about mathematics, access to meaningful mathematics in the classroom can be improved. This can have a lasting impact for students during their time in high school and beyond. ; 2023-01-27T00:00:00Z
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Keyword:
Algebra; Bilingual; Curriculum; Mathematical communication; Mathematics education; Multilingual; Translanguaging
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URL: https://hdl.handle.net/2144/41954
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Translating translanguaging into our classrooms: Possibilities and challenges
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“Vamos Juntos en Esto”: Peer Interaction and Affordances for Language Development among Adolescent Newcomers in Language and Content Classrooms
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Lang, Nora W. - : eScholarship, University of California, 2021
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Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
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Decolonial Vitalities: Kodiak Alutiiq Language Revitalization as Cultural Reclamation
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