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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 2 3 Hits 21 – 40 of 42 21 Lexikalische Interferenzen zwischen Deutsch und Chinesisch. Eine didaktische Reflexion in Bezug auf das lexikalische Lernen im chinesischen Deutschunterricht. Wang; Albert; Jiayi. - : Philipps-Universität Marburg, 2017. : Germanistik und Kunstwissenschaften, 2017 BASE Show details 22 Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses Bowyer-Crane, C; Fricke, S; Schaefer, B... In: Reading and Writing , 30 (4) pp. 771-790. (2017) (2017) BASE Show details 23 Facilitators of the learning process of writing in early ages ; Facilitadores del proceso de aprendizaje de la escritura en las primeras edades Gutiérrez-Fresneda, Raúl. - : Universidad de Murcia. Servicio de Publicaciones, 2017 BASE Show details 24 A contribuição das habilidades de letramento emergente para as competências iniciais de leitura e escrita ; The contribution of emergent literacy skills to early reading and writing performance Castro, Danielle Andrade Silva de. - : Biblioteca Digital de Teses e Dissertações da USP, 2017. : Universidade de São Paulo, 2017. : Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, 2017 BASE Show details 25 Critical Language Awareness Taylor, Shelley K.; Despagne, Collette; Faez, Farahnaz In: Education Publications (2017) BASE Show details 26 Morphological Awareness: Why It Makes Sense! Archibald, Lisa In: Communication Sciences and Disorders Presentations (2017) BASE Show details 27 Language Awareness and Multilingualism: A Historical Overview White, Joanna; Finkbeiner, Claudia. - : Springer, 2017. : Cham., 2017 BASE Show details 28 The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skills Loeb, Diane Frome; Gillam, Ronald B.; Hoffman, LaVae. - : American Speech-Language-Hearing Association, 2017 BASE Show details 29 Reflections of Brazilian English language teacher educators: a discourse analysis of introspective and collaborative approaches to professional awareness Carvalho, Vera Lucia Lima. - : University of Limerick, 2017 BASE Show details 30 Conciencia sociolingüística e hispanismos en un corpus de novela rosa inglesa ; Sociolinguistic awareness and Hispanicisms in a corpus of English popular romance fiction novels González Cruz, I. In: Pragmática Sociocultural [ISSN 2194-8305], v. 5 (2), p. 125-149 (2017) BASE Show details 31 Conciencia sociolingüística e hispanismos en un corpus de novela rosa inglesa ; Sociolinguistic awareness and Hispanicisms in a corpus of English popular romance fiction novels González Cruz, I. In: Pragmática Sociocultural [ISSN 2194-8305], v. 5 (2), p. 125-149 (2017) BASE Show details 32 Development of a tool to screen risk of literacy delays in French-speaking children: PHOPHLO Rvachew, Susan; Royle, Phaedra; Gonnerman, Laura M.. - : Orthophonie et Audiologie Canada, 2017 BASE Show details 33 Desarrollo de la conciencia fonológica en el aula de primero de Educación Infantil: efectos de la sistematicidad de la aplicación del programa LOLE Martín Martín, María del Rocío. - 2017 BASE Show details 34 Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology Fariño, Yvonne V In: Doctoral Dissertations (2017) Abstract: How can language be re-conceptualized as a tool and resource in contested pedagogies? Vygotsky theory of the mind (1978, 1986, 1998) and Engeström Activity Theory (1987, 1992) document how learning and development are situated within sociocultural contexts (Scribner & Cole, 1981; Tharp & Gillmore, 1988). Vygotsky theory of the mind (1978) central tenet is “understanding everyday activities and of cognitive processes” (Mondada & Pekarek Doehler, 2004: 467), or the process of appropriation itself, as it happens in everyday practices without isolating it from social context or human agency. Even though the goal of activity theory claims to be multi- voiced formation research that analyzes the role of mediation or the context of production, however when creating a curriculum or instructional design are rare. Given that as adults, ideology has become a mental tool and a resource via participating in discursive practices, thus regulating our behavior and materializing in the activities of the educator’s instructional design. In other words, the activities and pedagogical decisions the instructor makes, not only transmit ideas of the designer, but also that of the collective. The purpose of this dissertation is to define how critical language theories during a professional development program can sustain and support “awareness of and insight into what one’s cultural locations” and how its meaning from such awareness may have an effect on “what one does, how one thinks or perceives, and the actions one chooses as a teacher” (Genor and Goodwin, 2005) of linguistically diverse students. The goal is to define and implement a theoretical construct of decolonizing theory as it pertains to the current issues of heritage language teachers who teach culturally and linguistically diverse students in mainstream classrooms, and the implications for teacher education programs in the absence of linguistic diversity under the oppressive English- Only mandate. Keyword: activity theory; Adult and Continuing Education; and Multicultural Education; Bilingual; bilingualism; critical language awareness; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods; heritage language education; Language and Literacy Education; Latina; Multilingual; Other Teacher Education and Professional Development; socio-cognition; Teacher Education and Professional Development URL: https://scholarworks.umass.edu/dissertations_2/1078 https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2183&context=dissertations_2 BASE Hide details 35 LITERATURE AS MEDIA FOR DEVELOPING LANGUAGE COMPETENCE AND BUILDING SOCIAL AWARENESS Fatchul Mu’in In: LET: Linguistics, Literature and English Teaching Journal, Vol 3, Iss 1, Pp 1-10 (2017) (2017) BASE Show details 36 THE EFFECTS OF PRAGMATIC INSTRUCTION ON THE PRAGMATIC AWARENESS AND PRODUCTION OF KOREAN UNIVERSITY STUDENTS Hyekyeng Kim In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 2, Pp 371-380 (2017) (2017) BASE Show details 37 TEACHERS’ AWARENESS OF THE BENEFITS OF CONTINUING PROFESSIONAL DEVELOPMENT Irina Ivanova In: Studies in Linguistics, Culture, and FLT, Vol 2, Pp 205-218 (2017) (2017) BASE Show details 38 Do all students understand the same message? High school teachers' use of non-literal expressions Richards, Munogaree. - : Victoria University of Wellington, 2017 BASE Show details 39 AN INVESTIGATION INTO THE GAP BETWEEN KOREAN UNIVERSITY STUDENTS’ GRAMMATICAL AWARENESS AND PERCEPTION Kyung-Im Han; Hyekyeng Kim In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 117-126 (2017) (2017) BASE Show details 40 "Kreyòl Pale, Kreyòl Konprann": Haitian Identity and Creole Mother Tongue Learning in Maténwa, Haiti Rachèle Delva. - : Westminster College, 2017 BASE Show details Page: 1 2 3

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