| 1 |
Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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| 2 |
Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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| 3 |
Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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| 4 |
Choosing Dual Language Bilingual Education over English-only Programs: A Cultural-Historical Perspective of Immigrant Parents
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| 5 |
Teaching Early Grade Literacy to Migrant Children from Central America and the Dominican Republic
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| 6 |
Choosing Dual Language Bilingual Education over English-only Programs: A Cultural-Historical Perspective of Immigrant Parents ...
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| 7 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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| 8 |
Visual Learning: A New path for JMER
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In: Journal of Multilingual Education Research (2021)
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| 9 |
Education as Advocacy: The Foundations of Support for Immigrant Youth
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In: Journal of Multilingual Education Research (2021)
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| 11 |
Teaching Early Grade Literacy to Migrant Children from Central America and the Dominican Republic ...
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Abstract:
This resource aims at helping NYC teachers and educators adopt a culturally relevant approach to the teaching of literacy to migrant populations from Central America and the Dominican Republic. The focus is on early grades (K-1 and K-2), but the content can be used for other grades and populations struggling with literacy, such as students with interrupted formal education. The first two chapters describe and analyze the general and educational contexts in Central America and the Dominican Republic to help teachers identify the skills that their incoming students should have upon arrival. The third and last chapter guides teachers and educators on the use of culturally relevant pedagogy to teach early grade literacy. It integrates Central American and Dominican cultural tools and resources to explore the teaching or reading comprehension, phonological awareness, writing, and cultural awareness overall. This guide was produced in collaboration with the Central American and Early Literacy Network (RedLEI). ...
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Keyword:
Education; Immigrants; Literacy--Study and teaching; Literacy--Study and teaching Elementary
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URL: https://academiccommons.columbia.edu/doi/10.7916/d8-wa5b-h919
https://dx.doi.org/10.7916/d8-wa5b-h919
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| 12 |
Language attitudes of young Romanians in Catalonia (Spain): The role of heritage language maintenance programs
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| 13 |
Measurement Invariance Across Immigrant and Non-Immigrant Populations on PISA Cognitive and Non-Cognitive Scales
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In: Doctoral Dissertations (2021)
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| 14 |
Perspectives of Immigrant Families and Persons with Disabilities during COVID-19
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In: Developmental Disabilities Network Journal (2021)
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| 15 |
Hopes and Struggles: Cross-generational Metamorphosis of Educational Beliefs and Practices between Two-Generations of Korean-American Parents
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In: Graduate Theses & Dissertations (2020)
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| 16 |
Managing Multiple Demands in the Adult ESL Classroom: A Conversation Analytic Study of Teacher Practices
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| 17 |
Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education
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| 18 |
Απόψεις γονέων μεταναστών για την ένταξη των παιδιών τους στο ελληνικό εκπαιδευτικό σύστημα ...
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| 19 |
Multiple Lives: A Narrative Autoethnography Exploring Women’s Migration Experience ...
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| 20 |
Raising Children with Disabilities: A Critical Understanding of the Lived Experiences of Chinese Immigrant Parents in Canada ...
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