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Contexts for self- and co-regulated learning in a dual-language elementary school classroom
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In: LANGUAGE AND EDUCATION, vol 34, iss 5 (2020)
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Conversations with Each Other: Love Songs to the Earth
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In: Artizein: Arts and Teaching Journal (2020)
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Co-constructing a Liberated / Decolonised Arts Curriculum
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In: Journal of University Teaching & Learning Practice (2020)
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Implementing Mathematical Modeling for Emergent Bilinguals
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In: Education Conference Presentations, Posters and Proceedings (2018)
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Breaking Traditions: Teaching EFL in the Dominican Republic
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In: All Graduate Plan B and other Reports (2018)
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Abstract:
This portfolio is a compilation of the author’s beliefs in regard to effectively teaching English as a Foreign Language and Spanish as a Second language. This work was completed for the Master of Second Language Teaching (MSLT) program at Utah State University. All the work compiled in this portfolio centers on the teaching philosophy statement, which contains what the author believes to be the most important aspects of teaching a second language. In the first section of the portfolio, the author presents the experiences that made him pursue the profession of teaching languages, his personal philosophy of teaching shaped by what he has learned in the MSLT program, and how he believes are the roles of teachers in a classroom. The second section of the portfolio contains three papers that were written during the MSLT program as term papers for courses. First, the language paper describes the current situation of Latin American countries’ education systems, how Dual Language Immersion (DLI) program works, and how it could be implemented in their context. Second, the culture paper explores the importance of refusal in transcultural interactions. Third, the literary paper focuses on co-teaching in a Spanish as a second language classroom. Finally, the annotated bibliography contains three sections, each addressing topics that record the author’s learning in the MSLT program. The first topic is about the author’s acknowledgement of the Communicative Language Teaching Methodology. In addition, the second topic explores the phenomenon of Dual Language Immersion (DLI) in the second language classroom. Lastly, the third topic explores the use of social networks in the classroom.
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Keyword:
and Multicultural Education; Bilingual; Co-Teaching; Communicative Language Teaching; Curriculum and Instruction; Curriculum and Social Inquiry; Dual Language Education; Dual Language Immersion; Education Economics; Educational Methods; Language and Literacy Education; Multilingual; Other Teacher Education and Professional Development; Refusals; Technology in the Classroom
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URL: https://digitalcommons.usu.edu/gradreports/1307 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=2326&context=gradreports
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The Road Taken That Has Made All The Difference: A Narrative Inquiry of Student Engagement and Success in Butler Community College's Accelerated Learning Program in English
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In: Educational Administration: Theses, Dissertations, and Student Research (2017)
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What is gained and at what cost? A critical co-constructed autoethnographic study examining national identity from a transnational perspective.
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In: Institute for Student Learning Assessment (2016)
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A Phenomenological Study of General Education and Special Education Co-Teachers Using Digital Textual
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In: Doctoral Dissertations and Projects (2015)
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Quantitative Literacy and Co-Construction in a High School Math Course
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In: Numeracy (2015)
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Students co-creating curriculum: navigating complexity and uncertainty
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The Impact of Teachers' Communication Approach on Children's Co-Cultural Adaptation
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In: Communication Studies Faculty Publications (2015)
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Internationalisation and curriculum development: why and how?
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Internationalisation and curriculum development: why and how?
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Magne, PJ. - : University of Bedfordshire, 2014
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Implementing the democratic principles and practices of student-centred curriculum integration in primary schools
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Best of Both Worlds: Foreign Language Preparation for Purdue University’s Undergraduate Global Engineering Education Program
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In: Online Journal for Global Engineering Education (2011)
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Theatre of the Oppressed A Manual for Educators
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In: Master's Capstone Projects (2010)
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Collaborative Partnerships: An Investigation of Co-construction in Secondary Classrooms
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