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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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OER in University Language Courses
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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How do L2 student moderators facilitate a peer-led discussion forum?
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An explanatory sequential mixed methods study exploring interpersonal relationships and social-emotional learning in dual language two-way immersion and general education classrooms.
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Abstract:
Developing cross-cultural awareness and deterring discrimination based on race and ethnicity is a priority in United States’ schools (Lindholm, 1994; Rodriguez-Hidalgo, Calmaestra, Casas, & Ortega-Ruiz, 2019). In a proactive approach to devising effective systems to build cultural competency, the nation’s educational system provides a means for imparting the skills necessary to thrive in a global world (U.S. Department of Education, 2017). Diversified education programs, such as Dual Language Two-Way Immersion (DLTWI) models, are on a considerable rise in popularity among school districts nationwide (Lindholm, 2013). Academic achievement and bilingualism are two well-recognized goals of dual-language programs. However, there is a third goal that boasts promoting cross-cultural understanding and awareness, which is also undeniably more challenging to measure (Feinaurer & Howard, 2012; U.S. Department of Education, 2017). This explanatory sequential mixed method study examined student behaviors in two fifth grade classrooms, one Dual Language Two-Way Immersion classroom, and one general education classroom, to observe the interpersonal relationships, social-emotional learning, and classroom cultures of each. This study’s theoretical framework stemmed from sociocultural theory (Vygotsky, 1978), social and emotional learning (CASEL, 2019), and the lens of Culturally Relevant Pedagogy (Ladson-Billings, 1995). This study revealed differences in student development of social-emotional learning skills and classroom culture in both of the aforementioned educational programs, based on the structure of the instructional environment. The study took place in an elementary school within a large south-central Texas school district, implementing a Dual Language TwoWay Immersion program since 2010. The program model adhered to a 90/10 (Spanish and English respectively) framework and involved a 50/50 classroom ratio of majority and minority speakers. Data collection involved a SEL competency rating scale, student self-reporting, and observations. Data analysis occurred in two phases, with first quantitative phase desegregated data for statistical significance of SEL differences between the classroom settings. The qualitative phase involved the categorization of observation protocols and student responses. Key findings demonstrated students in the dual language setting rated higher in SEL competencies and were more likely to have higher self-efficacy and display a growth mindset than students in a general education setting.
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Keyword:
Culturally relevant pedagogy. Social and emotional learning. Dual Language. Dual language two-way immersion. Cultural competency. Bilingual education
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URL: https://hdl.handle.net/2104/11631
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Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically.
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The Reflective Journal: A Transnational Networking Instrument for (TESOL) Teachers
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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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Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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Pre-Service Teachers' Conceptions of Culturally and Linguistically Responsive Practices for English Learners ...
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: University of Virginia, 2021
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| 11 |
What Would Gloria Ladson-Billings Do?: A Pedagogical Framework That Moves
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In: SPACE: Student Perspectives About Civic Engagement (2021)
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| 12 |
Hidden Pedagogical Entanglements: A Depth Hermeneutic Study of Intercultural Dynamics
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In: Dissertations (2021)
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| 13 |
Fulfilling a Wish List: Creating an OER Beginning Spanish Textbook and Curriculum
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In: World Languages and Literatures Faculty Publications and Presentations (2021)
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| 14 |
When the Teacher is the Token: Moving from Antiblackness to Antiracism
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In: Northwest Journal of Teacher Education (2021)
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| 15 |
Building a reading culture among Grade 12 learners in an EFAL classroom: the case of one High School in King William's Town education district ...
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Intercultural Linguistic Globalization and 21st Century Teaching Practices ...
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Building a reading culture among Grade 12 learners in an EFAL classroom: the case of one High School in King William's Town education district ...
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Intercultural Linguistic Globalization and 21st Century Teaching Practices ...
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Beliefs of Students About Their Translanguaging Practices in a South African University Item ...
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Plant poster: Spinnekopblom (Bilingual Ju|'hoansi and English with QR codes) ...
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