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| 61 |
Linguistic Diversity as a Challenge for Street-Level Bureaucrats in a Monolingually-Oriented Organisation
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In: Social Inclusion ; 9 ; 1 ; 24-34 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2021)
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| 62 |
Discourses of Diversity: A Qualitative Case Study of World Language Pedagogies Through an Intersectional Lens
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In: Doctoral Dissertations (2021)
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| 63 |
Providing outpatient cancer care for CALD patients: a qualitative study
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| 64 |
O galego-português, matriz do mundo lingüístico luso-brasileiro ; Galician as the Source of the Luso-Brazilian Linguistic World
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In: Caplletra. Revista Internacional de Filologia.; Caplletra 71 (tardor 2021); 57-94 ; Caplletra. Revista Internacional de Filologia; Caplletra 71 (tardor 2021); 57-94 ; 2386-7159 ; 0214-8188 (2021)
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| 65 |
Evidence of the interplay of genetics and culture in Ethiopia.
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In: essn: 2041-1723 ; nlmid: 101528555 (2021)
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| 67 |
Deaf Way nos estudos culturais: a bandeira surda da diversidade ; Deaf Way in culture studies: the deaf flag of diversity
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| 68 |
One Nation, One Language? Domestic Language Diversity, Trade and Welfare
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| 69 |
Doing Justice to Language in the Library: Beyond Signage and Collections
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In: New Librarianship Symposia Series: Fall 2021 (2021)
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| 70 |
Politica linguistica, democrazia e plurilinguismo: quali prospettive?
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In: Lingue e Linguaggi; Volume 41 (2021) - Special Issue; 81-99 (2021)
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| 71 |
“Daddy, Can You Speak Our Language?” Multilingual and Intercultural Awareness through Identity Texts
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| 72 |
Multidimensional networks for functional diversity in higher education: the case of second language education
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| 73 |
LANGUAGE CONTACT AND COVERT PROMINENCE IN THE SḤERĒT-JIBBĀLI LANGUAGE OF OMAN
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In: Theses and Dissertations--Linguistics (2021)
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| 74 |
Migration-Related Heritatge Languages in the English Classroom: A Plurilingual Approach
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| 75 |
Multilingual Development - a Longitudinal Study ; Multilingual development - a longitudinal study
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In: Journal of Educational Research; Vol. 39 No. 1 (2021); 15-29 ; Revista de Investigación Educativa; Vol. 39 Núm. 1 (2021); 15-29 ; 1989-9106 ; 0212-4068 (2021)
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| 76 |
La dimensión social del lenguaje como una oportunidad educativa para la promoción del diálogo intercultural en el aula de Educación Superior
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| 77 |
Clítico de Acusativo como Introductor de Construcciones Aplicadas en Español
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In: Doctoral Dissertations (2021)
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| 78 |
A Program for the Preservation and Revitalization of the Languages of Russia
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In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 507-527 (2021) (2021)
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| 79 |
One Nation, One Language? Domestic Language Diversity, Trade and Welfare
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| 80 |
The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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Abstract:
ABSTRACT Imbedding literacy and critical thinking skill development into content while embracing culture and diversity in the classroom By Ryan Bell By teaching the Socratic Method for discussion and debate, and classroom instruction that relies on skill-building critical thinking skills and literacy development can have a profound impact on creating deeper learning connections. By using sheltered instruction and scaffolding tools taken from the ELD framework, my Action Research shows that not only can I teach students how to break down primary and secondary sources, but also develop literacy skills, while creating a culturally inclusive and diverse classroom. The methods used for this action research include evidence that allowed students to develop deeper literacy and critical thinking skills. Students were able to learn using my philosophy of teaching method of Social Constructivist. I believe in the Social Constructivist theory that students make deeper connections by learning and observing the experiences or opinions of others. I found this theory to be profound in my own learning and decided to employ it in my teaching practice. I believe that to create a classroom that embraces culture and diversity the Social Constructivist classroom-style curriculum must be present. This way, students are growing and evolving by learning and collaborating with each other. This action research argues that not only can a social studies teacher implement literacy development within their content area, but also while skill building the content areas core focuses on analysis and examination of issues from the past, present, or future using primary and secondary sources.
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Keyword:
and Multicultural Education; Bilingual; Civic and Community Engagement; Community-Based Learning; Community-Based Research; Culture; Diversity; Educational Sociology; ESOL; Language and Literacy Education; Literacy Development; Multilingual; Race and Ethnicity; Scaffolding; Sheltered Instruction; Sociology of Culture
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URL: https://digitalcommons.wou.edu/cgi/viewcontent.cgi?article=1040&context=matactionresearch
https://digitalcommons.wou.edu/matactionresearch/3
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