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COMMUNICATING CARE: A CRITICAL COMMUNICATION PEDAGOGY OF CARE IN THE UNIVERSITY CLASSROOM
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In: Dissertations (2014)
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| 82 |
'Things fall apart so they can fall together': Uncovering the hidden side of writing a teaching award application
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| 83 |
Autoethnography as a research method: Advantages, limitations and criticisms
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In: Colombian Applied Linguistics Journal, Vol 15, Iss 2, Pp 279-287 (2014) (2014)
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| 84 |
The transition from participation to facilitation of supervision: an autoethnography
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2014)
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| 85 |
ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics
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In: Lapidus, Alec; Kaveh, Yalda M.; & Hirano, Mamiko. (2013). ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics. L2 Journal, 5(1). doi:10.5070/L25115889. Retrieved from: http://www.escholarship.org/uc/item/7b733911 (2013)
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| 86 |
Politico-economic influence and social outcome of English language among Filipinos: An autoethnography ...
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| 87 |
Politico-economic influence and social outcome of English language among Filipinos: An autoethnography ...
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| 88 |
Mediation, internalization, and perezhivanie in second language learning: An autoethnographic case study of learning Mandarin as an L2 through Livemocha
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| 89 |
Performing the new public school: embodied narratives in a Chicago charter school
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| 90 |
Ventriloqueer: Finding Voice in the Strange Boyhoods of Disney Princesses
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| 91 |
My Chicano education : the importance of edgewalkers to the field of art education.
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| 92 |
Confessing Takes Courage
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 8 ; 1 ; 5 (2012)
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| 93 |
How Did I Get to Princess Margaret? (And How Did I Get Her to the World Wide Web?)
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 8 ; 3 ; 9 (2012)
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| 95 |
To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching
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| 97 |
To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching
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| 98 |
A Chinese beginning teacher's professional identity transformation : an auto-ethnographic study
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| 99 |
Decolonizing Texts: A Performance Autoethnography
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In: Masters Theses 1911 - February 2014 (2011)
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| 100 |
“Unchartered" territory ; an autoethnographic perspective on establishing Georgia's first public two-way immersion school
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Abstract:
Spanish/English Two-Way Immersion Education (TWI) is a type of bilingual education in which Spanish-speaking and English-speaking students are taught together and both languages are used for classroom instruction. Despite all the empirical evidence documenting TWI as a viable and successful way of educating minority- and majority-language children to be bilingual and biliterate citizens, there are relatively few programs in operation, and up until 2006 there were no public TWI programs in Georgia. Prior to 2006, TWI did not exist in Georgia’s public schools, yet schools were struggling to meet the needs of the rapidly increasing Spanish-speaking population, and businesses were challenged with finding employees who were equipped with the linguistic and cultural knowledge to work in the international community. Why were there no public TWI programs in operation in Georgia? What were the reasons? Had anyone ever tried it before? What were the obstacles to starting a public TWI program? Indeed, we have yet to gain a clear understanding of the process by which a person develops a TWI program, overcoming barriers and garnering support at the level of the community, district, and state. This study is an autoethnographic account of the process and challenges of starting a public TWI school in Georgia. It gives an emic perspective of the procedures, struggles, strategies, and emotions involved in creating an educational program that defies the monolingual norms that dominate public education in the United States in general and in Georgia in particular. In this study I used self-reflection and interactive analysis to document the process of starting a public TWI school in Georgia in order to understand the personal and professional challenges involved. ; PhD ; Language and Literacy Education ; Language Education ; Melisa Cahnmann-Taylor ; Melisa Cahnmann-Taylor ; Pedro Portes ; Linda Harklau
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Keyword:
action-theoretical framework; autoethnography; charter schools; dual language education; pragmatism; two-way immersion
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URL: http://hdl.handle.net/10724/26327
http://purl.galileo.usg.edu/uga_etd/giles_dell_p_201005_phd
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