| 1 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 3 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 4 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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| 5 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 6 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 7 |
Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
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In: Excelsior: Leadership in Teaching and Learning (2021)
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| 8 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 9 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 10 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
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In: Dissertations (2020)
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| 11 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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| 12 |
"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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| 13 |
Culturally Relevant Science Teaching: A Literature Review
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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| 14 |
Book review: Neha Vora, Teach for Arabia: American Universities, Liberalism, and Transnational Qatar
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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| 15 |
Teachers Co-Constructing Multilingual and Multimodal Digital Literacy Practices: Examining Critical Transnational Professional Development
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In: Doctoral Dissertations (2020)
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Abstract:
Linguistic, semiotic, and digital diversity is a challenge and an opportunity for language teachers who often wonder: What do we do with all of this? Communicative repertoires (Rymes, 2012), translanguaging (García and Wei, 2014), multimodality (Jewitt and Kress, 2003), multiliteracies (Cope and Kalantzis, 2009), digital literacy (Littlejohn, Beetham, and McGill, 2012), and technological, pedagogical teachers’ knowledge (Kohler and Mishra, 2007, 2009) advocate for including diverse communicative resources in language learning. Nevertheless, studies in the area center predominantly on students or individual teacher cases in English dominant, or dual/multilingual language school contexts in developed countries. This year-long multimodal, online ethnography examines how teachers explore and critically implement multilingual, multimodal, and digital strategies in Colombia. The participants are seven language teachers who tutored undergraduate learners in a blended English as a foreign language program at a private university in Colombia, South America. Teachers meet online and in face-to-face workshops where they use multilingual, multimodal, and digital resources to generate infographics, and short videos for the benefit of other teachers and students. This study revolved around these research questions: a)How do in service teachers’ understandings of translanguaging, and multimodal, and digital technologies unfold during a transnational professional development program? b) What tensions do teachers experience when they discuss multilingual, multimodal, and digital resources in their practice? The data set includes interviews, multilingual notes and transcripts of meetings, and the multimodal productions created by them. Using narrative analysis, post-qualitative Deleuzo-Guattarian analysis and Critical Discourse Analysis, this study shed light on rhizomatic and decolonizing pathways of translanguaging and multimodality that teachers create in Global South contexts. It also elucidates new entanglements and possibilities for implementing translanguaging and multimodality for equitable access from a decolonizing perspective.
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Keyword:
and Multicultural Education; Bilingual; Decolonizing TESOL; Higher Education and Teaching; Instructional Media Design; Language and Literacy Education; Multilingual; multimodality; Online and Distance Education; Other Teacher Education and Professional Development; professional development; TESOL teachers; translanguaging
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URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3098&context=dissertations_2
https://scholarworks.umass.edu/dissertations_2/2055
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| 16 |
Broadening Perspectives: Using Multiple Teaching Approaches to Meet the Needs of Language Students
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In: All Graduate Plan B and other Reports (2020)
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| 17 |
Chinese International Learners’ Acculturation at an American University
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In: Graduate Theses & Dissertations (2019)
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| 18 |
Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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| 19 |
An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent multilingual students
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In: Education Publications (2019)
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| 20 |
Preservice teachers’ mathematics task modification for emergent bilinguals
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In: Education Publications (2019)
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