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1	Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
	Thwaite, Anne; Adam, Helen; Urquhart, Yvonne...
	In: Australian Journal of Teacher Education (2022)
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2	Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
	Matuzas, Mark A
	In: Networks: An Online Journal for Teacher Research (2022)
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3	Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
	Portes, Pedro R.; Straubhaar, Rolf
	In: Educational Considerations (2022)
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4	COLORINCO ...
	, Caudrelier. - : Open Science Framework, 2022
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5	Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
	Center for Equity for English Learners
	In: Annotated Bibliographies (2022)
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6	Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
	Roesler, Molly K
	In: Culminating Experience Projects (2022)
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7	Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
	Mesco, Jacquelyn L; Johsnon, JAnet
	In: National Youth Advocacy and Resilience Conference (2022)
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8	English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
	Kelly, Teresa Marie; Thompson, Stephanie; Bone, Sheryl
	In: Georgia International Conference on Information Literacy (2022)
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9	Language learning through interaction: Online and in the classroom
	DeMil, Andrew J; Kozikowski, Rachel
	In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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10	The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
	Schaefer, Maxine. - : Open Science Framework, 2022
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11	Syntactic Complexity and Temporal Perspective in Children's Future Narratives ...
	Li Calzi, Giulia. - : Open Science Framework, 2022
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12	Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
	Caron-Diotte, Mathieu. - : Open Science Framework, 2022
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13	Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
	Moore-Jones, P. J.
	In: Journal of Global Education and Research (2022)
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14	How does children’s literature portray global perspectives?
	Yoon, Bogum
	In: Journal of Global Education and Research (2022)
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15	Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
	Sosnowski, Jim. - 2022
	Abstract: Utilizing the theoretical frameworks of translanguaging, raciolinguistic ideologies, and global designs, this dissertation investigates the teaching of language and literacy in a peer-taught, prison-based, English as a second language (ESL) program, Language Partners (LP) which is situated in a men’s medium security prison in Illinois. Following historical trends in the U.S. in which language and literacy education has been mobilized as a response to social and economic crises, education is increasingly being positioned as a means for addressing the issue of mass incarceration in the U.S. This study examines the language ideologies and discourses which shaped the teaching of English in LP and interrogates how the associated practices and policies either contributed to rearticulating or breaking down social and linguistic hierarchies similar to those found in educational and public spaces outside of the prison. This qualitative study was informed by principles of Participatory Action Research (PAR) and Critical Ethnography (CE). Throughout this study, the LP teachers, who were incarcerated men, and I collaborated as co-researchers as we sought to better understand what informed the practices and policies that we utilized in the teaching of English in LP and what was being accomplished through our program. As co-researchers, the LP teachers contributed to each phase of the research: design, implementation, analysis, and actions based on our findings. Similar to discourses found in educational spaces outside of position, rationales for teaching English in LP, a program which primarily served undocumented Mexican immigrants, communicated the ideas that learning English would provide the incarcerated students with more opportunities and access to educational and employment opportunities both while incarcerated and post-incarceration. Classroom observations and the collection of artifacts utilized in the classroom or to describe the program revealed that teaching English was based predominantly on monoglossic language ideologies which positioned language as a reified and bounded object which could be dissected into discrete linguistic units and taught outside of a particular social context. These monoglossic language ideologies, in conjunction with other factors, such as the influence of outside volunteers and teaching materials that were available to the LP teachers, contributed to a curricularized approach to English language and literacy instruction which shaped both linguistic and social hierarchies amongst members of LP, further contributing to the marginalization of the LP students and teachers. However, participatory action research (PAR) provided an opportunity for the teachers and I to critically examine our approach to teaching, creating the possibility to reimagine English teaching in our program and to critically consider our roles in relation to teaching and conducting research in a prison context. This study emphasizes the necessity to approach the teaching of language and literacy with adult populations as a social act, moving away from curricularized understandings of language teaching. Additionally, following other critical scholars, this research contributes to calls to question what is meant by transformative and liberatory education in spaces which continue to forward normative expectations of language and literacy. In relation to participatory action research, this study demonstrates the potential of PAR to challenge normative and restrictive understandings of research and knowledge production while also drawing attention to the importance of maintaining a critical focus and continually addressing power and hierarchies throughout the research process. ; U of I Only ; Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system
	Keyword: Adult Language and Literacy; Carceral Education; Raciolinguistic Ideologies; Translanguaging
	URL: http://hdl.handle.net/2142/108093
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16	#34 Luk Lao
	Gill, Victoria
	In: Journal of Southeast Asian American Education and Advancement (2022)
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17	Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
	Broderick, Thomas
	In: Certificate of Advanced Studies (CAS) in Literacy (2022)
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18	English Language Learners of Chinese Immigrant Families in Canadian Schools
	Shi, Jiayang
	In: Major Papers (2022)
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19	Specialized writing instruction for deaf students: A randomized controlled trial
	Wolbers, Kimberly A; Dostal, Hannah; Graham, Steve...
	In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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20	Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
	Frid, Bailey
	In: Electronic Thesis and Dissertation Repository (2022)
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