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Hits 121 – 140 of 14.798

121	Mystery-Methode im digitalen Fernunterricht. Förderung der kommunikativen Kompetenz im Spanischunterricht
	München : GRIN Verlag, 2021
	DNB Subject Category Language
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122	Chante avec moi : Traditionelle französische Lieder für Kindergarten und Grundschule mit vielen Spiele- und Unterrichtsideen
	Bolzius, Annette Friederike [Verfasser]. - München : GRIN Verlag, 2021
	DNB Subject Category Language
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123	Chante avec moi : Traditionelle französische Lieder für Kindergarten und Grundschule mit vielen Spiele- und Unterrichtsideen
	Bolzius, Annette Friederike [Verfasser]. - München : GRIN Verlag, 2021
	DNB Subject Category Language
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124	Das französische und das deutsche Schulsystem im Vergleich. Wie wird die Fremdsprache im Nachbarland unterrichtet?
	München : GRIN Verlag, 2021
	DNB Subject Category Language
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125	Family language policy in the Polish diaspora : a focus on Australia
	Romanowski, Piotr. - London : Routledge, 2021
	BLLDB
	UB Frankfurt Linguistik
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126	Mehrsprachigkeit
	Busch, Brigitta. - Wien : facultas, 2021
	BLLDB
	UB Frankfurt Linguistik
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127	Semantisch-konzeptuelle Vernetzungen im bilingualen mentalen Lexikon : eine psycholinguistische Studie mit deutsch-türkischsprachigen Jugendlichen
	Veletić, Sebastian. - Berlin, Germany : J.B. Metzler, 2021
	BLLDB
	UB Frankfurt Linguistik
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128	The ideological foundations of Breton and Lower Sorbian language revitalization through education and their consequences for new speakers
	Hornsby, Michael; DOLOWY-RYBINSKA, Nicole; Chojnicka, Joanna...
	In: ISSN: 1367-0050 ; International Journal of Bilingual Education and Bilingualism ; https://hal.archives-ouvertes.fr/hal-03516435 ; International Journal of Bilingual Education and Bilingualism, Taylor & Francis (Routledge), 2021, ⟨10.1080/13670050.2021.1999900⟩ (2021)
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129	La Educación Bilingüe: Una breve historia de la educación bilingüe en los Estados Unidos y otros países y sus beneficios
	Masters, Zachary Taylor
	In: World Languages and Cultures (2021)
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130	A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
	O'Reardon, Chandler Flannery
	In: Senior Projects Spring 2021 (2021)
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131	An explanatory sequential mixed methods study exploring interpersonal relationships and social-emotional learning in dual language two-way immersion and general education classrooms.
	Muzquiz, April R., 1979-. - 2021
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132	Caregivers’ choice against : a case study of caregivers’ denial of language services in Central Texas.
	Page, Barbara Raquel, 1989-. - 2021
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133	Témoignages professionnels d’une alternative pédagogique d’éducation bilingue : 2LPE, p.17-29
	DECK, CHRISTIAN; ROUSSEL, VÉRONIQUE; Sabria, Richard
	In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-03226575 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2021, « Enseignement et apprentissage des Langues des Signes : perspectives historiques, sociales et linguistiques » ; https://www.aplv-languesmodernes.org/spip.php?article8578 (2021)
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134	Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
	Woodford, Ashley. - : eScholarship, University of California, 2021
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135	Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
	Gregory, Jolene Ruth. - : eScholarship, University of California, 2021
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136	Loving the Language: The Choice, Marketing, and Impact of Mandarin Immersion
	Watson, Edward. - : eScholarship, University of California, 2021
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137	Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically.
	Reynoso, Juan Angel. - : eScholarship, University of California, 2021
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138	Teacher Perceptions of Sociocultural Competence in Dual Language Education
	PALMIERI, ANGELA. - : eScholarship, University of California, 2021
	Abstract: This exploratory qualitative study explored the perceptions of sociocultural competence held byK-8th dual language immersion (DLI) teachers. Twenty-one K-8th dual language immersion teachers from California were recruited to participate in this study, which sought to understand how K-8th DLI teachers a) perceive and define sociocultural competence, b) explain the implementation strategies and practices that they utilize when addressing sociocultural competence in their classrooms, c) explain the barriers that they face when attempting to address sociocultural competence in DLI settings, and d) describe the learning experiences in preservice and inservice dual language teacher education that contributed to their knowledge of sociocultural competence. The four research questions that guided this study were written utilizing some of the principles of Vygotsky’s sociocultural theory, which reinforce the inextricable connection between language and culture in dual language education, the importance of sociocultural competence as the foundation for language learning, as well as the foundation for the argument that sociocultural competence needs to be intentionally operationalized during instruction (Freire, 2019). Each of the research questions resulted in one key finding. The findings were used to develop three recommendations for DL educators that can be utilized to help address sociocultural competence in dual language education. This study offers a contribution to a knowledge base to further understand sociocultural competence as a multidimensional and complex construct, in order to further explore how to operationalize sociocultural competence DL classrooms. This research provides salient knowledge for language scholars and practitioners on sociocultural competence in dual language education. Further research on the operationalization of sociocultural competence in dual language settings is needed. Importantly, this study acts as a call to action to dual language educators to position critical consciousness at the forefront of the conversations around sociocultural competence, in order to address the inequities that continue to perpetuate systems of oppression, and the neoliberal, English-hegemonic policies that continue to marginalize language minoritized students and Communities of Color in dual language education
	Keyword: Bilingual education; critical consciousness; culture; dual language education; Education; sociocultural competence; sociopolitical consciousness; third pillar
	URL: https://escholarship.org/uc/item/9ws6h5wh
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139	Bilingual Education for Asian Americans
	Zhou, Yuanqi Ivy
	In: Asian American Research Journal , vol 1, iss 1 (2021)
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140	The Reflective Journal: A Transnational Networking Instrument for (TESOL) Teachers
	Di Pardo Léon-Henri, Dana; Ahmed, Anwar; Barnawi, Osman
	In: Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts ; https://hal.archives-ouvertes.fr/hal-03579986 ; Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts, Palgrave Macmillan, pp.287-309, 2021, 978-3-030-64139-9 ; https://link.springer.com/book/10.1007/978-3-030-64140-5#editorsandaffiliations (2021)
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