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“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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| 2 |
Glottolog 4.4 Resources for Twi
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: Max Planck Institute for Evolutionary Anthropology, 2021
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Language Imperialism in Post-Colonial Ghana: Linguistic Recovery and Change
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In: SASAH 4th Year Capstone and Other Projects: Publications (2019)
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ЛЕКСЕМЫ, ОБОЗНАЧАЮЩИЕ ТЕМПЕРАТУРНЫЕ ПРИЗНАКИ В РУССКОМ ЯЗЫКЕ И В ЯЗЫКЕ ТЬВИ (ГАНА): ОСОБЕННОСТИ СЕМАНТИКИ И УПОТРЕБЛЕНИЯ
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ЭТРУ АБИГЕЛЬ ЛИНДА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Волгоградский государственный университет», 2016
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WOLD Resources for Twi
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: Max Planck Institute for Evolutionary Anthropology, 2013
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Twi für Ghana : AusspracheTrainer
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MPI-SHH Linguistik
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The perceived effectiveness of dual language programs at the middle school level ...
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The African lexical contribution to Ndyuka, Saramaccan, and other creoles: Implications for how creoles develop
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| 11 |
Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study
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Abstract:
text ; Two-Way Immersion (TWI) programs offer settings and goals that foster multilingual and multicultural communities; however, communities are complex and fluid, and have aspects that may or may not promote equitable education and learning. This research analyzes the actions and interactions of a group of first grade students to address how community develops during the first semester of implementation of a TWI program. Theoretical notions of figured worlds and communities of practice frame the analysis of ethnographic data to provide insight into the complex social and pedagogical dynamics of this setting 1) through conversations with teachers, 2) through observations of teacher-student interactions during teacher-centered activities, and 3) through observations of students interacting with less teacher presence. Findings describe the teachers’ discourses about their students, which centered on issues of equity and dismantling language status hierarchies. The findings also describe practices that the teachers themselves frame as promoting unified, equitable communities; however, analysis was mixed in finding that certain practices appeared to promote unity within the classroom and others appeared to reinforce divisions among students. Key findings also confirm the results of other researchers regarding the positioning of initially bilingual students in TWI as “dual language experts.” This study notes some ramifications of teaching practices and aspects of the specific 50-50 TWI model for the entire community of learners, which, while elevating balanced bilinguals may marginalize English learners and Spanish learners. ; Foreign Language Education
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Keyword:
Bilingual students; Bilingualism; Community of practice; Dual language education; Elementary education; English language learners; Figured worlds; Spanish language learners; TWI; Two-way immersion
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URL: http://hdl.handle.net/2152/ETD-UT-2011-05-3689
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| 12 |
Wake: Song in Twi, conversation in Avatime ; 0136-Wake: Song in Twi, conversation in Avatime ; A description and documentation of Avatime
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Wake: Songs and conversations ; 0136-Wake: Songs and conversations ; A description and documentation of Avatime
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Wake: A Song in Twi 2 ; 0136-Wake: A Song in Twi 2 ; A description and documentation of Avatime
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Wake: Singing, drumming and conversation ; 0136-Wake: Singing, drumming and conversation ; A description and documentation of Avatime
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Wake: Women's greetings and gifts ; 0136-Wake: Women's greetings and gifts ; A description and documentation of Avatime
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Wake: A Song in Twi ; 0136-Wake: A Song in Twi ; A description and documentation of Avatime
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Wake: All night gathering ; 0136-Wake: All night gathering ; A description and documentation of Avatime
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| 19 |
Substratal Influence on the Morphosyntactic Properties of Krio
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In: Linguistic Discovery, Vol 2, Iss 2 (2004) (2004)
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