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Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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| 43 |
Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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| 44 |
Refugee-background students in New Zealand and the United States: Roots and results of educational policies and practices
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In: Journal of Global Education and Research (2022)
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| 45 |
Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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| 46 |
How does children’s literature portray global perspectives?
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In: Journal of Global Education and Research (2022)
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| 47 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 48 |
#34 Luk Lao
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 49 |
HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 50 |
Searching for Mirror Books for Young Asian/Asian-American Children with Disabilities
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In: Asian American Literature: Discourses & Pedagogies (2022)
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| 51 |
English Language Learners of Chinese Immigrant Families in Canadian Schools
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In: Major Papers (2022)
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Abstract:
Given the context that many Chinese immigrant families are settling in Canada, their children, as English language learners (ELLs), have encountered a variety of obstacles and barriers while studying at local schools. The purpose of this Major Research Paper (MRP) is to understand the obstacles and barriers that Chinese newcomer ELLs in Ontario have encountered and hence to offer some helpful suggestions. A series of official documents of Ontario ELL curriculum has been introduced to school educators by the Ontario Ministry of Education (2005, 2008), such as Many Roots, Many Voices: Supporting English Language Learners in Every Classroom and Support English Language Learners Grade 1 to 8. Meanwhile, Chinese newcomer English learners have accepted systemic English language education in China before immigration. Therefore, to better understand the needs and challenges of Chinese newcomer ELLs, English curriculum in compulsory education in China and educational documents for ELLs in Ontario Canada will be discussed in this paper, followed by a comparison of pedagogies applied in compulsory education in Canada and China. Comparing the similarities and differences, and giving suggestions to pre-service, and in-service educators may help ELLs and EFLs to improve their academic performance. Other literature in the field is concerned with Chinese ELLs in Ontario elementary schools and the obstacles that they face at school. However, only a few studies compare ELL curriculum documents in Canada and English curricula standards in China, then give suggestions to schoolteachers, parents, and students' home countries about the challenges faced by Chinese immigrant children. Those barriers and challenges reflect the problems that still exist in curriculum and educational policies. Therefore, it is important to introduce Chinese EFLs to Ontario teachers in order to help Chinese ELLs get involved in their unfamiliar environment
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Keyword:
and Multicultural Education; Bilingual; Chinese Immigrant Children; Curriculum and Social Inquiry; EFL; ELL; ELL Curriculum Documents; Language and Literacy Education; Multilingual
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URL: https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1236&context=major-papers
https://scholar.uwindsor.ca/major-papers/202
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| 52 |
Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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| 53 |
Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
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In: Electronic Thesis and Dissertation Repository (2022)
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| 54 |
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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| 55 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 56 |
THIS BODY IS AN ABSTRACTION: A Bilingual Anthology of Contemporary Puerto Rican Poetry
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2022)
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| 57 |
How Do Latino Students Fare in Massachusetts Charter Schools?: An Analysis of Student Outcomes, Enrollment, Teacher Preparation, and Discipline Across 10 Districts
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In: Lorna Rivera (2022)
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| 59 |
Can high school students check the veracity of information about COVID-19? A case study on critical media literacy in Brazilian ESL classes
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In: Journal of Media Literacy Education (2022)
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| 60 |
Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
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In: Journal of College Access (2022)
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