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Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
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In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
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| 22 |
The Poetry Café: An On-line Writing Workshop for Refugee and Newcomer Youth
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 23 |
Linguistic and Cultural Diversity: Examining Support for English Language Learners in Canada through Multiliteracies and Sociocultural Theories for Teaching and Learning
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In: Electronic Theses and Dissertations (2021)
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Abstract:
This study explores and analyzes the use of multiliteracies, multimodalities, and sociocultural perspectives as pedagogical practices for the teaching and learning of secondary school students and adult learners for literacy and second language acquisition. This qualitative, comparative case study research questions the impact of the theory of multiliteracies and the use of multimodalities and technology has on student experiences across the curriculum and language acquisition with English language learners (ELLs). More specifically, this research study investigates the implementation of multiliteracies, multimodalities, and sociocultural theories of education in language acquisition classrooms, the use of technology in the classroom, and the role of cultural diversity and inclusivity in the classroom. The participants involved in this research study are three secondary school educators and three educators working with adult learners. Data collection and analysis for this research is conducted using constructivist grounded theory as outlined by Charmaz (2006; 2014). This research reveals that when educators consciously engage learners in multiliteracies and multimodalities and account for cultural diversity and inclusivity, and invest in technology in the classroom, curriculum expectations and content material see a transformative effect in that they are taught through dynamic and meaningful practices. Therefore, learners are invested and actively involved in the learning process. It is revealed that expanding the definition of literacy to include multimodalities, accounting for cultural and linguistic diversity, and using technology is essential for the meaningful and positive teaching and learning of all learners across the curriculum.
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Keyword:
Adult education; and Multicultural Education; Bilingual; Bilingualism; Curriculum and Instruction; Education; Language acquisition; Language and Literacy Education; Literacy; Multilingual; Multimodalities in education; Second language acquisition; Secondary education; Technology
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URL: https://scholar.uwindsor.ca/etd/8656
https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=9661&context=etd
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| 24 |
Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
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| 25 |
English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation
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| 26 |
Achieving Efficient Teacher Talk: A Reflective Analysis of Teacher-student Class Communication
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 27 |
Examining the Total Physical Response Storytelling Method and Traditional Grammar-Based Instruction to Identify Overall Effectiveness Relating to Vocabulary Recall ...
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| 28 |
Investigating the Ontario FSL High School Curriculum: An Exploratory Case Study of Non-Native French-Speaking Teachers’ Cultural Practices ...
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| 29 |
Examining the Impact of Acquiring the ESL Endorsement on Teacher Knowledge, Dispositions, and English Language Learner Performance on a Standardized Mathematics Test
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In: Dissertations (2020)
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| 30 |
Weekend Spanish Immersion Camp: a Non-Traditional Teaching World Language to Middle School American Students
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In: Dissertations and Theses (2020)
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| 31 |
The effect of genre-based instruction on academic speech ...
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| 32 |
Second language comprehensibility as a dynamic construct
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In: World Languages and Cultures Publications (2020)
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| 33 |
Khmer Phonetics & Phonology: Theoretical Implications for ESL Instruction
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In: Senior Honors Theses (2020)
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| 34 |
Un Nuevo Acercamiento a la Enseñanza del Español como Segunda Lengua: El Modelo Neurocognitivo ; A New Approach to Teaching Spanish as a Second Language: The Neurocognitive Model
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| 35 |
Pros and Cons of Deductive and Inductive Grammar Teaching in Adults
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| 36 |
Breaking silence: The voices of Syrian refugee children in the Canadian classroom
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In: Journal of Global Education and Research (2020)
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| 37 |
A proposed literature-based syllabus for EAP writing
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In: Journal of Global Education and Research (2020)
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| 38 |
De la enseñanza presencial al mobile learning: las percepciones de los profesores de E/L2 con alumnos migrantes adultos
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| 39 |
Telehealth, Tele-Happy Hours, Tele-Everything
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In: At This Moment Webinar Series (2020)
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| 40 |
Restructuring a Beginner Language Program: A Quantitative Analysis of Face-to-Face Versus Flipped-Blended Spanish Instruction
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In: Faculty Publications (2020)
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