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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 1 – 20 of 108 1 Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel Tsuji, Wakana. - : University of Toronto, 2022 BASE Show details 2 L'apprentissage de vocabulaire à travers la littérature jeunesse en classe d'accueil préscolaire : une comparaison de deux approches de lecture interactive Gagnon, Catherine. - 2019 BASE Show details 3 Conceptualizations and Impacts of Multiculturalism in the Ethiopian Education System Belay, Fisseha Yacob. - 2018 BASE Show details 4 Schoolyard Farmers: Youth Writing Food Literacy Curriculum German, Katherine Rose. - 2015 BASE Show details 5 Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners Handman Sheppard, Emma Claire. - 2014 BASE Show details 6 (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere Hainer-Violand, Julia. - 2013 BASE Show details 7 What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India Mir, Gulshan Ara Tabassum. - 2013 BASE Show details 8 Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada MacDonald, Angela. - 2013 BASE Show details 9 Writing Affect: Aesthetic Space, Contemplative Practice and the Self Truman, Sarah E.. - 2013 BASE Show details 10 Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto Stewart-Reid, Karlene. - 2013 BASE Show details 11 La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme Ainsworth, Judith Ann. - 2012 BASE Show details 12 Developing Self-regulated Learning Skills To Overcome Lexical Problems in Writing: Case Studies of Korean ESL Learners Jun, Seung Won. - 2012 BASE Show details 13 Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms Takeuchi, Miwa. - 2012 Abstract: Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students’ opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students’ opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language. Drawing on cultural historical activity theory, this study focuses on two aspects of learning: externalization, which emphasizes learners’ creation of new cultural artifacts and new contexts to apply the given artifacts, and internalization, which emphasizes learners’ acquisition of preexisting cultural artifacts. In this ethnographic study, I examined the activity systems of participatory action research (PAR) with the activity system of regular mathematics lessons. Within these activity systems, I focused on newly-arrived English language learners’ (ELLs) participation. Specifically, I examined the range of opportunities to learn afforded to students in the two activity systems and identified how focal ELLs accessed these opportunities to learn. In the activity system of PAR, which emphasized externalization, students conducted research and presented their conclusions in order to implement changes in their school environment. All students, however, did not participate equally. Specifically, the focal ELLs were not able to access these opportunities to learn as a result of group dynamics, marginalized social identities, and other students’ perceptions of their linguistic ability. In the activity system of regular mathematics lessons, which emphasized internalization, the teacher organized lessons in ways that allowed focal ELLs to receive extra support and resources to reach the curriculum expectations. These mathematics lessons allowed focal ELLs to increase their participation through mathematical reasoning, problem solving, and explanations with a variety of resources including visual representations. A critical examination of the interactions revealed that focal ELLs’ opportunities to learn were expanded or limited depending upon classroom configurations. Furthermore, this research suggests that students’ social identities serve as both a medium and a product of learning. These results have valuable implications for developing inclusive classroom practices and curriculum in multilingual content classrooms. Keyword: 0280; 0282; 0515; 0524; 0727; activity theory; content-based language teaching; content-language integration; elementary; English as a second language; English language learners; equity; learning; linguistically diverse students; mathematics education; multicultural education; multilingual classroom; opportunity to learn; pedagogy; second language education; sociocultural theory URL: http://hdl.handle.net/1807/32821 BASE Hide details 14 Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English Yalcin, Sebnem. - 2012 BASE Show details 15 Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education Gill, Jagjeet Kaur. - 2012 BASE Show details 16 Transforming Learning in Science Classrooms: A Blended Knowledge Community Approach Najafi, Hedieh. - 2012 BASE Show details 17 Teaching with the Flesh: Examining Discourses of the Body and their Implication in Teachers' Professional and Personal Lives Gullage, Amy L.. - 2012 BASE Show details 18 Why AIM? - Educator Perspectives and Implementation of an Instructional Method for Teaching Core French as a Second Language in Ontario Arnott, Stephanie Jane Margaret. - 2012 BASE Show details 19 La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme Ainsworth, Judith Ann. - 2012 BASE Show details 20 Cognitive Patch Theory: A Comparison of the Morphosyntactic Competences of Advanced ESL Learners and Native Speakers of English Ahmed, Amer M.Th.. - 2011 BASE Show details Page: 1 2 3 4 5 6

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