| 41 |
Politicizing Early Childhood Education and Care in Ontario: Race, Identity and Belonging
|
|
|
|
In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2019)
|
|
BASE
|
|
Show details
|
|
|
| 42 |
Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills
|
|
|
|
In: Graduate Theses and Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 43 |
Optimizing Early Intervention for Preschoolers' Vocabulary Development
|
|
|
|
In: Graduate Theses and Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 44 |
An Examination of the Roles of Classroom Quality and Approaches to Learning on the Early Academic Skills of Latino Dual Language Learners Enrolled in Head Start
|
|
|
|
In: Graduate Theses and Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 45 |
Book-Sharing as a Context for Fathers and Mothers to Enhance Language Development of their Preschool Children
|
|
Seven, Yagmur. - : Digital Commons @ University of South Florida, 2019
|
|
In: Graduate Theses and Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 46 |
An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices
|
|
|
|
BASE
|
|
Show details
|
|
|
| 47 |
Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices
|
|
|
|
BASE
|
|
Show details
|
|
|
| 48 |
Art as a Mediating Tool: Children and Learning in a Music and Arts-Based After School Program
|
|
|
|
In: Open Access Theses & Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 49 |
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 50 |
Linguistic Interactions of Spanish Speaking Mexican American Families
|
|
|
|
In: Dissertations (2018)
|
|
BASE
|
|
Show details
|
|
|
| 51 |
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder
|
|
|
|
In: Opladen; Berlin : Verlag Barbara Budrich 2018, 314 S. - (Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der Kleinen Forscher“; 10) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 52 |
Revisiting a Classic: A Book Review of Understanding Reading: A Psycholinguistic Analysis of Reading and Learning
|
|
|
|
In: Networks: An Online Journal for Teacher Research (2018)
|
|
BASE
|
|
Show details
|
|
|
| 53 |
Teachers’ Response to Infants’ Nonverbal Communication and Use of Response to Facilitate a Dialogue
|
|
|
|
In: Electronic Theses and Dissertations (2018)
|
|
BASE
|
|
Show details
|
|
|
| 54 |
Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs
|
|
|
|
In: ETSU Faculty Works (2018)
|
|
BASE
|
|
Show details
|
|
|
| 55 |
Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge
|
|
|
|
In: ETSU Faculty Works (2018)
|
|
BASE
|
|
Show details
|
|
|
| 56 |
Effects of a Math and Science Library-Based Bilingual Program on Preschoolers, Their Families, and the Library
|
|
|
|
In: ETSU Faculty Works (2018)
|
|
BASE
|
|
Show details
|
|
|
| 57 |
Read, Write, and Relax: Teachers Perspectives on the Decrease of Naptime in Kindergarten
|
|
|
|
In: Honors College Theses (2018)
|
|
BASE
|
|
Show details
|
|
|
| 58 |
Helping Pre-Service Teachers Understand the "T" and "Q" in LGBTQ
|
|
|
|
In: National Youth Advocacy and Resilience Conference (2018)
|
|
BASE
|
|
Show details
|
|
|
| 59 |
Die Sprache der Sprachförderung - ist das sprachliche Handeln an die Förderbedarfe von DaZ-Kindern angepasst?
|
|
|
|
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 11 ; 1 ; 81-98 ; (Vor-)Schulkinder mit Deutsch als Zweitsprache im Fokus von Spracherwerbsforschung und Sprachdidaktik (2018)
|
|
BASE
|
|
Show details
|
|
|
| 60 |
A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices
|
|
|
|
In: Graduate Theses and Dissertations (2018)
|
|
Abstract:
The importance of mother tongue-based bilingual medium of instruction in bilingual and multilingual classrooms has been evidenced in ample studies in different parts of the world including Ghana. However, studies on how bilingualism is carried out with respect to classroom displays in bilingual education is very scant and even none, as far as I know, in Ghana. Also, there is emerging research on teachers’ translanguaging practices in other parts of the world including South Africa but research on instructional use of translanguaging is yet to be conducted in Ghana. Therefore, this study examined kindergarten teachers’ bilingual practices with regard to classroom displays as well as their translanguaging practices at morning assembly in some selected schools in the Cape Coast Metropolis in the Central Region of Ghana. The study used the Ghanaian part of a secondary data that was sponsored by the New Civics Grants from the Spencer Foundation in the USA. Joint research team from the USA and Ghana collected these data in six kindergarten classrooms in each of the two countries. Even though the initial purpose of the study was to examine how classroom wall displays connected with young children's roles as apprentice citizens, repurposing it for this study was suitable because all the classrooms photographed are public schools that use the NALAP in their ECE classrooms. However, four schools participated because they used the local languages that I can read and write. Guided by the purpose, two research questions and two different data (photographs of classroom wall displays and video of morning assembly) were used. I used qualitative design through visual research method and Barbara Rogoff’s (1990, 2003) socio-cultural theory as my theoretical lens. The photo data was analyzed semiotically (Chandler, 2007, Semetsky, 2010, 2017) and used discourse analysis with the big “D” for the analysis of the video data (Gee, 2014, Gee & Handford, 2012). The findings indicated that all the schools except one had bilingually labeled displays among their classroom displays (though bilingual labeling was given less attention) with the major language pair for the bilingual labeling being English and Mfantse languages. It also came out that most of the bilingually labeled displays were posted within the eye level of the students. More so, with regard to the sign type, most of the bilingually labeled displays were iconic. Regarding the teachers’ translanguaging practices at morning assembly, the findings indicated that all the participating schools and teachers translanguaged during the conduct of their respective morning assembly. It was revealed that aside from using translanguaging as comprehension enhancer, it was also used as a downtoner as well as alienation tool linguistically. However, the findings showed that English only displays far dominated both the bilingual labeling and translanguaging practices of the teachers. Based on the findings, the study recommended that ECE colleges of education in Ghana should include knowledge and skills for bilingual labeling in their pre-service preparation since the nation is a multilingual state. Also, pedagogical use of translanguaging should be included in teacher education curriculum so that teachers would be intentional about its usage in instruction delivery. In addition, higher education like University of Cape Coast (UCC) and University of Education, Winneba (UEW) which are the main trainers of teacher educators in the country need to develop curriculum for bilingual teaching with attention to effective design and use of bilingual labeling and training manuals for ECE teachers on the effective use of bilingual labeling and pedagogical use of translanguaging in Ghanaian ECE education. More so, there should professional development on the effective use of bilingual classroom display as well as translanguaging for in-service teachers in Ghana so to promote the academic achievement of the bi/multilingual students Ghanaian schools serve.
|
|
Keyword:
and Multicultural Education; Bilingual; Bilingual Education; Classroom Displays; Early Childhood; Iconic Signs; Kindergarten Teacher Education; Mother Tongue-Based Bilingual Medium of Instruction; Multilingual; Paralanguage; Pre-Elementary; Symbolic Sign; Translanguaging
|
|
URL: https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=8865&context=etd
https://digitalcommons.usf.edu/etd/7668
|
|
BASE
|
|
Hide details
|
|
|
|
|
