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Ideals and Realities of Inclusive Pedagogy-An Autoethnographic Reflection
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An investigation into the loss and revitalization of First Nations languages in Manitoba: perspectives of First Nations educators
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Remembering together: Supporting personal narrative in children with autism spectrum disorder
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Dancing and moving beyond traditional literacies: transformative meaning-making in an early years literacies workshop
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The heart of teaching: exploring empathy, genuineness and positive regard in the adult immigrant ESL classroom
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Accent, intelligibility, and identity in international teaching assistants and internationally-educated instructors
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Exploring the skills, qualifications and perspectives of American Sign Language teachers in Manitoba
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The interaction between surrogates and tokens in American Sign Language
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“Surrounded by all these contradictions”: every day culture shock in culturally diverse post-secondary classrooms
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Exploring the benefits of a separate course in ASL fingerspelling and numbering to develop students’ receptive competency
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Co-constructing theories of language learning during explorations in a french immersion classroom
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Abstract:
This study focused on understanding French language learning from a perspective that began from the participating children’s interests, experiences, and abilities. The study was significant in its use of a Reggio-inspired teaching philosophy and pedagogy in a French Immersion classroom (offering an alternative pedagogy to the more common transmission-oriented and skills-based models of language teaching). The research methodology embedded pedagogical documentation and classroom observation in an ethnographic research tradition. In the study, the teacher-researcher was positioned alongside children, as she learned about the ways in which they learn language through collaborative and authentic experiences, in a transactional setting. With an emphasis on the importance of meaningful learning, the study opens up new possibilities for French Immersion teachers and learners by examining the ways in which English scaffolds French learning, collaboration generates new understanding, and authentic experiences support engaged learning. ; May 2014
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Keyword:
Collaboration; Explorations; French Immersion; Pedagogical documentation; Reggio Emilia
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URL: http://hdl.handle.net/1993/23416
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Exploring the experiences and perceptions of EAL learners' challenging cross-cultural interactions
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Why did I mark that? understanding the assessment of student learning through self-study
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Exploring the experiences and perceptions of EAL learners' challenging cross-cultural interactions
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Why did I mark that? understanding the assessment of student learning through self-study
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Sign language: interpreting the linguistic landscape of a Manitoba town
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