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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...3 4 5 6 7 8 9 10 11...740 Hits 121 – 140 of 14.798 121 Mystery-Methode im digitalen Fernunterricht. Förderung der kommunikativen Kompetenz im Spanischunterricht München : GRIN Verlag, 2021 DNB Subject Category Language Show details 122 Chante avec moi : Traditionelle französische Lieder für Kindergarten und Grundschule mit vielen Spiele- und Unterrichtsideen Bolzius, Annette Friederike [Verfasser]. - München : GRIN Verlag, 2021 DNB Subject Category Language Show details 123 Chante avec moi : Traditionelle französische Lieder für Kindergarten und Grundschule mit vielen Spiele- und Unterrichtsideen Bolzius, Annette Friederike [Verfasser]. - München : GRIN Verlag, 2021 DNB Subject Category Language Show details 124 Das französische und das deutsche Schulsystem im Vergleich. Wie wird die Fremdsprache im Nachbarland unterrichtet? München : GRIN Verlag, 2021 DNB Subject Category Language Show details 125 Family language policy in the Polish diaspora : a focus on Australia Romanowski, Piotr. - London : Routledge, 2021 BLLDB UB Frankfurt Linguistik Show details 126 Mehrsprachigkeit Busch, Brigitta. - Wien : facultas, 2021 BLLDB UB Frankfurt Linguistik Show details 127 Semantisch-konzeptuelle Vernetzungen im bilingualen mentalen Lexikon : eine psycholinguistische Studie mit deutsch-türkischsprachigen Jugendlichen Veletić, Sebastian. - Berlin, Germany : J.B. Metzler, 2021 BLLDB UB Frankfurt Linguistik Show details 128 The ideological foundations of Breton and Lower Sorbian language revitalization through education and their consequences for new speakers Hornsby, Michael; DOLOWY-RYBINSKA, Nicole; Chojnicka, Joanna... In: ISSN: 1367-0050 ; International Journal of Bilingual Education and Bilingualism ; https://hal.archives-ouvertes.fr/hal-03516435 ; International Journal of Bilingual Education and Bilingualism, Taylor & Francis (Routledge), 2021, ⟨10.1080/13670050.2021.1999900⟩ (2021) BASE Show details 129 La Educación Bilingüe: Una breve historia de la educación bilingüe en los Estados Unidos y otros países y sus beneficios Masters, Zachary Taylor In: World Languages and Cultures (2021) BASE Show details 130 A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder O'Reardon, Chandler Flannery In: Senior Projects Spring 2021 (2021) BASE Show details 131 An explanatory sequential mixed methods study exploring interpersonal relationships and social-emotional learning in dual language two-way immersion and general education classrooms. Muzquiz, April R., 1979-. - 2021 BASE Show details 132 Caregivers’ choice against : a case study of caregivers’ denial of language services in Central Texas. Page, Barbara Raquel, 1989-. - 2021 BASE Show details 133 Témoignages professionnels d’une alternative pédagogique d’éducation bilingue : 2LPE, p.17-29 DECK, CHRISTIAN; ROUSSEL, VÉRONIQUE; Sabria, Richard In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-03226575 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2021, « Enseignement et apprentissage des Langues des Signes : perspectives historiques, sociales et linguistiques » ; https://www.aplv-languesmodernes.org/spip.php?article8578 (2021) BASE Show details 134 Health and Wellness: Building Resilience in Deaf Bilingual Classrooms Woodford, Ashley. - : eScholarship, University of California, 2021 BASE Show details 135 Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions Gregory, Jolene Ruth. - : eScholarship, University of California, 2021 Abstract: The recent theoretical debate over the role of translanguaging in dual language programs can be described as moving from prohibition to promotion. Indeed, many researchers, theorists, and educators are now encouraging translanguaging. At the center of the debate are teachers and their beliefs, which some argue influence their practice. Teachers’ beliefs and practices are also determinant of what happens in the classroom and directly influences student learning. This study explored teacher beliefs and responses to translanguaging in dual language elementary mathematics classrooms, as well as the functions that the translanguaging served. The study design aimed to reduce inconsistencies between beliefs and practices in previous studies and broaden understanding of translanguaging in less-studied contexts. Each chapter is written as a separate paper, which approaches these topics from different perspectives. The first paper explored 14 elementary dual language teachers’ beliefs and responses to students’ translanguaging. The findings show that the teachers held principally permissive beliefs and uniformly permitted translanguaging. The results suggest a reappraisal of the practices and purposes of translanguaging, especially as they relate to teacher beliefs. The second paper sought to understand 14 dual language elementary teachers’ beliefs and practices of their own translanguaging. It explored the functions it served and the alignment between their beliefs and practice. The findings indicate that while teachers’ beliefs primarily recognize the academic functions of translanguaging, their practice is primarily for social functions. This suggests a necessary reevaluation of the purposes of translanguaging and the associated pedagogical and research implications. The third paper explores how translanguaging rates vary as a function of language of instruction, student language proficiency, location and translanguaging function. It analyzes the translanguaging practices of students and teachers in 32 elementary Spanish-English dual language mathematics classrooms in Texas and California. The findings challenge previous research regarding teachers’ response to translanguaging in dual language programs and the relationship between language proficiency and translanguaging. They also support previous research regarding translanguaging demonstrating an awareness of the linguistic capital and symbolic power that the language of power bestows and contextual patterns of translanguaging. The findings indicate that further research is required, and teacher education and dual language programs need to approach translanguaging from a new perspective. Keyword: Bilingual education; Dual Language Education; Education; Mathematics Education; Teacher Beliefs; Translanguaging URL: https://escholarship.org/uc/item/2pw2w476 BASE Hide details 136 Loving the Language: The Choice, Marketing, and Impact of Mandarin Immersion Watson, Edward. - : eScholarship, University of California, 2021 BASE Show details 137 Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically. Reynoso, Juan Angel. - : eScholarship, University of California, 2021 BASE Show details 138 Teacher Perceptions of Sociocultural Competence in Dual Language Education PALMIERI, ANGELA. - : eScholarship, University of California, 2021 BASE Show details 139 Bilingual Education for Asian Americans Zhou, Yuanqi Ivy In: Asian American Research Journal , vol 1, iss 1 (2021) BASE Show details 140 The Reflective Journal: A Transnational Networking Instrument for (TESOL) Teachers Di Pardo Léon-Henri, Dana; Ahmed, Anwar; Barnawi, Osman In: Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts ; https://hal.archives-ouvertes.fr/hal-03579986 ; Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts, Palgrave Macmillan, pp.287-309, 2021, 978-3-030-64139-9 ; https://link.springer.com/book/10.1007/978-3-030-64140-5#editorsandaffiliations (2021) BASE Show details Page: 1...3 4 5 6 7 8 9 10 11...740

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