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Aweng, Timek, Garaw (Sound, Voice, Movement): Culturally Responsive and Mother-Tongue Based Music Education in the Ilocos Region of the Philippines ...
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| 42 |
Language Appreciation Among Elders and Learners from Indigenous Peoples' Communities ...
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| 43 |
Focusing on Actors in Context-Specific, Data-Informed Theories of Change to Increase Inclusion in Quality Basic Education Reforms
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In: Global Education Review; Vol. 7 No. 1 (2020): Context-Based Approaches to Developing Theories of Change in Basic Education; 20-40 ; 2325-663X (2020)
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| 44 |
Designing for Complexity in Mother Tongue or First Language (L1)-Based Multilingual Education Programs
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In: Global Education Review; Vol. 7 No. 1 (2020): Context-Based Approaches to Developing Theories of Change in Basic Education; 41-56 ; 2325-663X (2020)
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Abstract:
Mother-tongue or first language (L1)-based multilingual education programs are necessarily complex and may require a more nonlinear approach to program design. These programs operate within and act upon a range of psycholinguistic, sociolinguistic, and sociopolitical issues that include language structure and literacy assessment, language policy and politics, and cultural and social behavior change linked to literacy expansion. The broad use of one-size-fits-all outcomes-based design approaches for L1-based multilingual education programs often result in designs that are retrofitted to new country settings and ill-suited to the context in which they are implemented. This paper looks at some of the many features that can be used to inform the development of L1-based multilingual education in the context of early literacy programming. Specifically, it examines the use of alternative approaches in the development of flexible theory of change design that integrate early literacy and L1-based multilingual education program design frameworks to more suitably address the sociolinguistic, sociopolitical, and psycholinguistic assumptions underpinning multilingual education approaches.
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Keyword:
Complexity; Early literacy; Language policy and planning; Mother-tongue; Multilingual education; Non-linear design; Psycholinguistics; Sociolinguistics; Theory of change
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URL: https://ger.mercy.edu/index.php/ger/article/view/544
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| 45 |
Perspectives from a Non-Dominant Language Community on Education in a Multilingual City
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| 46 |
Mother tongue-based multilingual education: Implications for education policy
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| 47 |
Exploring the Challenges of Mother-Tongue Based Multilingual Education in Primary Schools in Selected Minority Language Areas in Southern Ethiopia
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2020
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| 48 |
El multilingüisme a l’escola: tendències educatives i nous reptes ; Multilingualism at school: educational trends and new challenges
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In: Caplletra. Revista Internacional de Filologia.; Caplletra 68 (primavera 2020); 125-147 ; Caplletra. Revista Internacional de Filologia; Caplletra 68 (primavera 2020); 125-147 ; 2386-7159 ; 0214-8188 (2020)
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| 49 |
A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes
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| 50 |
THE PHENOMENON OF FOREIGN LANGUAGE EDUCATION IN THE MODERN SCIENTIFIC DISCOURSE
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In: Human Studies. Series of Pedagogy; № 10/42 (2020); 11-24 ; Людинознавчі студії. Серія Педагогіка; № 10/42 (2020); 11-24 ; 2413-2039 ; 2313-2094 (2020)
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| 51 |
Multilingual Education in Classrooms with Multiple Mother Tongues: A Case Study of Pedagogical Possibilities
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| 52 |
Teachers’ beliefs about multilingual pedagogies and the role of initial training
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| 53 |
El multilingüisme a l'escola: tendències educatives i nous reptes ; Multilingualism at school: educational trends and new challenges
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Portolés Falomir, Laura. - : Institut Interuniversitari de Filologia Valenciana (IIFV), 2020. : Publicacions de l’Abadia de Montserrat (PAM), 2020
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| 54 |
11th–12th Grade: English Level 3, Learning Packet #4 • Theme: Belief and Doubt
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In: ICMEE Learning Packets: LEVEL 3 of English Proficiency (K-12) (2020)
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| 55 |
6th Grade: English Level 3, Learning Packet #3 • Theme: China
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In: ICMEE Learning Packets: LEVEL 3 of English Proficiency (K-12) (2020)
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| 56 |
6th Grade: English Level 3, Learning Packet #4 • Theme: Greece and Rome
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In: ICMEE Learning Packets: LEVEL 3 of English Proficiency (K-12) (2020)
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| 57 |
6th–8th Grade: English Level 2, Learning Packet #2 • Theme: Vietnam
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In: ICMEE Learning Packets: LEVEL 2 of English Proficiency (K-12) (2020)
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| 58 |
4th–5th Grade: English Level 2, Learning Packet #5 • Theme: Rainforests
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In: ICMEE Learning Packets: LEVEL 2 of English Proficiency (K-12) (2020)
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| 59 |
11th–12th Grade: English Level 2, Learning Packet #1 • Theme: U. S. Bill of Rights
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In: ICMEE Learning Packets: LEVEL 2 of English Proficiency (K-12) (2020)
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| 60 |
4th-5th Grade: English Level 3, Learning Packet #5 • Theme: Nutrition, Part 2
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In: ICMEE Learning Packets: LEVEL 3 of English Proficiency (K-12) (2020)
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