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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 Hits 1 – 20 of 22 1 Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education ... Razfar, Aria; Rumenapp, Joseph C.; Zayoni Torres. - : SAGE Journals, 2020 BASE Show details 2 Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education ... Razfar, Aria; Rumenapp, Joseph C.; Zayoni Torres. - : SAGE Journals, 2020 BASE Show details 3 Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research Adams, Marcine M. - 2019 BASE Show details 4 The Linguistic Re-turn: The Moral and Practical Imperative of "Language" in Curriculum Studies ... Razfar, Aria. - : Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2016 BASE Show details 5 Alignment of Literacy Tasks in College and University Transitional Classes McClennen, Molly. - 2016 BASE Show details 6 “Is Something Wrong with Me?”: Understanding the Identities of English Learners in Higher Education Lee, John J.. - 2015 BASE Show details 7 Three Teachers’ Language, Gender, and Racial Ideologies in Practice in the English Learner Classroom Torres, Zayoni. - 2015 BASE Show details 8 Mathematics Socialization through Games: A Study of Bilingual Latinas/os in an After-School Context Radosavljevic, Alexander. - 2014 BASE Show details 9 Applying linguistics in the classroom : a sociocultural approach Razfar, Aria; Rumenapp, Joseph C.. - New York [u.a.] : Routledge, 2013 BLLDB UB Frankfurt Linguistik Show details 10 Teachers Theorizing English Learners' Math-Science Funds of Knowledge Through Community Activism Nasir, Ambareen. - 2013 BASE Show details 11 A Case Study of Two Teachers Attempting to Create Active Mathematics Discourse Communities with Latinos Willey, Craig J.. - 2013 BASE Show details 12 RE-positioning English Learners in Teacher Development: A Language Ideologies Approach to Urban Education Rumenapp, Joseph C.. - 2013 Abstract: As urban schools grow more and more linguistically diverse, there is an increasing need for teachers with expertise in teaching English Learners. Teachers are seeking education and development opportunities to continue to learn about how to address the needs of their students despite increasingly strict regulations on curricula and assessments. This study follows a group of teachers engaged in action research through a year-long professional development model. The teachers in this study work in a Midwestern Chinatown and grapple with issues of language, ethnicity, and other sociological factors they encounter in their classroom. Through a qualitative case study, this inquiry examined how students are positioned in a school in a Chinatown with a specific focus on how national and local features of “Chinatown” are implicated in the way teachers position students throughout an action research project. National and local features of “Chinatown” are emphasized to show how teachers, in a professional development program, learn to re-position the students. In this spirit and drawing on sociocultural models of professional development, positioning theory (van Langenhove & Harré, 1999), Cultural Historical Activity Theory (Engeström, 1999), and Language Ideologies in learning contexts (Razfar & Rumenapp, 2011), I looked specifically at how teachers reposition students into more equitable social and learning roles by engaging in action research. Findings include that there is a dominant ideological construct of “Chinatown” that is reimagined in the school and is implicated in social interaction within the school. As teachers engage in a collaborative research project, looking at students’ funds of knowledge and discourse, they reposition students socially and in the classroom context. Dominant, homogeneous constructs are complicated and challenged. Finally, I present a case study of one teacher to illustrate how she used action research as a form of on-going professional development for working with ELs. This study has implications for professional development and teacher education for teachers of ELs. Specifically, teachers can complicate dominant ideological constructs through visiting homes or doing a close analysis of the students’ cultural practices, thereby repositioning students. Additionally, teachers can reposition students in classrooms by studying the discourse and patterns of talk of classroom activities. Action research, as conceptualized in this study, can be a useful professional development tool. In the current study, this professional development model is seen as useful in the way teachers reposition their EL students. Keyword: Action Research; English Language Learners; Language Ideologies; Positioning; Professional Development; Urban Education URL: http://hdl.handle.net/10027/10157 BASE Hide details 13 Language ideologies in English learner classrooms: critical reflections and the role of explicit awareness Rumenapp, Joseph C.; Razfar, Aria In: Language awareness. - Abingdon : Routledge 21 (2012) 4, 347-368 BLLDB OLC Linguistik Show details 14 Vamos a Jugar Counters! Learning Mathematics Through Funds of Knowledge, Play, and the Third Space Razfar, Aria In: Bilingual research journal. - Washington, DC : NABE 35 (2012) 1, 53-75 OLC Linguistik Show details 15 Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning Yang, Eunah. - 2012 BASE Show details 16 Developing professional teacher researchers: Transforming language learning through discourse analysis Troiano, Beverly L.. - 2012 BASE Show details 17 Ideological challenges in classroom discourse: a sociocritical perspective of English learning in an urban school Razfar, Aria In: Critical inquiry in language studies. - Mahwah, NJ : Erlbaum 8 (2011) 4, 344-377 BLLDB OLC Linguistik Show details 18 Metacognitive Reading Strategies of Middle School Spanish-as-a-Foreign-Language Learners Wantroba-Ferrer, Michelle M.. - 2011 BASE Show details 19 Positioning and Latinas/os: A Study of Small-Group Interactions in Mathematics Lopez Leiva, Carlos A.. - 2011 BASE Show details 20 Digital, Hybrid, & Multilingual Literacies in Early Childhood Razfar, Aria; Yang, Eunah In: Language arts. - Urbana, Ill. : Council 88 (2010) 2, 114-124 OLC Linguistik Show details Page: 1 2

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