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Minding the Gaps: Effectively Supporting Language Learners with Special Needs
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In: INTESOL Journal; Vol. 18 No. 2 (2021): INTESOL Fall 2021, Volume 18; Issue 2 ; 2373-8936 (2021)
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Using Technology-Enhanced Language Learning Environments to Influence the Communicative Potential of Adult Learners of English as a Foreign Language in Vietnam
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Pronunciation Errors of English Front Vowels by Yemeni EFL Learners
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In: PAROLE: Journal of Linguistics and Education; Vol 11, No 1 (2021): Volume 11 Number 1 April 2021; 41-56 ; 23380683 ; 2087-345X (2021)
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Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2020)
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Examining Preservice Secondary Science Teachers’ Implementation of Reform-Based Instruction for English Learners: A Focus on the edTPA
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The Use of A Computer-Supported Learning Design to Support Oral Language Development among English Language Learners through the Design Process
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Boosting language skills of ELLs through dramatization and movement
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In: The Reading Teacher, vol 67, iss 3 (2020)
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Shaping Equity, Access, and Quality Learning for English Learners: High School Administrators' Mediation of Language Policy
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Preparing Secondary Science Pre-Service Teachers to Teach in Linguistically Diverse Classrooms ...
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How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers ...
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Best Practices: Promoting Parent-School Relationship To Increase Hispanic Parental Participation in Schools
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In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn159431079080737 (2020)
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Examining the Impact of Acquiring the ESL Endorsement on Teacher Knowledge, Dispositions, and English Language Learner Performance on a Standardized Mathematics Test
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In: Dissertations (2020)
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La resistenza dei tratti intonativi nell acquisizione dell italiano da parte di parlanti anglo celti
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Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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ACADEMIC DISCOURSE IN KINDERGARTEN: LINGUISTIC FEATURES AND REPERTOIRES AT PLAY IN ACQUIRING LANGUAGE PROFICIENCY AND CONSTRUCTING MEANING IN FORMAL LITERACY CONTEXTS ...
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The impact of policy change on the teaching of spoken English in primary schools in the north mountainous region of Vietnam
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Dang, Tram Quynh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020
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In: Theses: Doctorates and Masters (2020)
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Examining the Relationship between Academic Achievement and English Language Proficiency
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In: Doctoral Dissertations and Projects (2020)
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Perceptions of transformational leadership: The effects of organizational justice for English language learners
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In: Educational Policy Studies Dissertations (2020)
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“Kids Can Change the World”: An Action Research of Latinx English Language Learners Students’ Experiences With Culturally Relevant Morning Meetings
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In: Middle and Secondary Education Dissertations (2020)
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Abstract:
With a rising number of English Language Learners (ELL) in schools today, educators struggle with excellent ways of providing equitable learning opportunities that value and include the diverse backgrounds, languages, and experiences that students bring into the classroom. In multicultural classrooms, the schooling experiences of ELLs often reflect assimilationist and subtractive schooling practices that support the dominant discourses of schools in the United States. Although classroom morning meetings are used in elementary schools to build community and develop positive relationships among young students, there is limited research using Culturally Relevant Pedagogy (Ladson-Billings, 1995) during classroom morning meetings. The purpose of this qualitative action research study is to explore and capture the agentic experiences of Latinx ELL students as participants of culturally relevant morning meetings. This study examined how one fifth grade classroom used morning meetings to foster student agency, "the capacity, independence, and authority to assert their own voice, ideals, perspectives, and truths" (Muhammad, 2014, p. 450) among Latinx ELL students. This action research study is grounded in Latinx Critical Theory (Valdes, 1998; Solórzano and Delgado Bernal, 2000) to understand the experiences of Latinx students. The findings suggest that by implementing culturally relevant morning meetings, Latinx ELLs students formed a stronger classroom community, created a safe space for sharing personal stories that revealed personal and societal challenges, and experienced a stronger sense of agency to take action. Additionally, included are discussions and implications for teachers of all grade levels, teacher education programs, and future researchers. By centering the voices and experiences of Latinx students during morning meetings, this study offers insight to help transform the current educational practices of educating Latinx ELL students. By building a classroom culture that provides an intentional space and time for students to form a connection to others and their learning, students have the agency to use their voices to share their perspectives, experiences, and ideas.
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Keyword:
action research; culturally relevant pedagogy; English Language Learners; Latinx Critical Theory; morning meetings; student agency
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URL: https://scholarworks.gsu.edu/mse_diss/93 https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1106&context=mse_diss
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