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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 Abstract: Many teachers are inadequately prepared to teach math and science while addressing the cultural and linguistic needs of their increasing English Learner (EL) populations in mainstream classrooms (Duff, 2005). Additionally, many high poverty schools with a large population of ELs mandate scripted curricula which restrict teachers to adapt the curriculum so that they may teach to ELs’ funds of knowledge (FoK): bodies of knowledge and skills that are essential for individual survival (González et al, 2005). This study presents an additive approach on how a cohort of teachers learn to make-meaning and capitalize on ELs’ cultural and linguistic strengths, particularly math-science funds, as resources for learning. This participatory action research project adopts a case study method and collected data from weekly study group meetings, interviews, and classroom videos. Despite the teachers fear and resistance to conducting home visits, they explored ELs’ life-worlds through nontraditional activities, such as an ethnographic community walk, surveys, and extending in-class FoK discussions. Recognizing the importance of their ELs’ playground practices, prompted the teachers to work as agents of change to mobilize math-science funds for pedagogical action and advocate for a playground at their school while maintaining community support. Additionally, to mediate funds for math and science required the teachers to not be passive agents to scripted curricula, but adapters of it by becoming curriculum designers. The teachers expanded the curriculum from lesson planning a universal shared knowledge on playgrounds to leveraging ELs variations within and between their multiple funds. Importantly, a FoK discourse became the “language of power” since the teachers shifted to make communicating mathematically and scientifically accessible for their ELs to and through their funds. Furthermore, the teachers transformed ELs participation and content development by mediating FoK in conjunction with role shifts, higher order questions, tension, and third spaces. Finally, the teachers (re)conceptualized how they viewed math and science through ELs’ FoK. The significance of this study demonstrates the need to build bidirectional seamless boundaries between the in-school and ELs out-of-school practices so these students, like many of their mainstream peers, may learn from their familiar ways of knowing. Keyword: English language learners; Funds of knowledge; teacher development URL: http://hdl.handle.net/10027/10133 BASE Hide 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 BASE Show 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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