| 1 |
English language learners learning strategies’ in the classroom : a multiple case study of adolescent newcomers in a middle school ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Negotiating the Limits of Teacher Agency: Constructed Constraints vs. Capacity to Act in Preservice Teachers’ Descriptions of Teaching Emergent Bilingual Learners
|
|
|
|
In: ETSU Faculty Works (2021)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
“They Make Me Who I Am Today”: A Science Teacher’s Narrated Positioning, Agency, and Mediated Pedagogy with Multilingual Students
|
|
|
|
In: Journal of Multilingual Education Research (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Imagining Multimodal and Translanguaging Possibilities for Authentic Cultural Writing Experiences
|
|
|
|
In: Journal of Multilingual Education Research (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Liberating Instruction: A Critical Bilingual Literacy Approach for Latinx Students
|
|
|
|
In: Journal of Multilingual Education Research (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Creando Maestros Científicos: Preparing Pre-Service Teachers to Teach Emergent Bi/Multilingual Students Science
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Effective principal leadership practices for dual language strand programming: Bridging leadership for learning and critical bilingual leadership
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
"We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching ...
|
|
Durham, Carmen. - : Digital Repository at the University of Maryland, 2020
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong
|
|
|
|
In: Research outputs 2014 to 2021 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Korean emergent bilingual students’ language use and translanguaging
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
COLLABORATIVE ACTION STUDY GROUP AS PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ENGLISH LANGUAGE LEARNER-DESIGNATED STUDENTS
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Dialect Use, Language Abilities, and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English
|
|
|
|
In: Theses and Dissertations (2020)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
"We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
“Estoy Explorando Science”: Emerging Bilingual Students Problematizing Electrical Phenomena Through Translanguaging
|
|
|
|
In: College of Education Faculty Publication Series (2020)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
The Heart-Art of Conferencing: Latino Adolescent Students and the Co-construction of Transformative Writing Conferences
|
|
|
|
Abstract:
This is a study of adolescent Latino students as writers, grappling with the complexities of memoir writing alongside their writing partners. The context is a middle school writers workshop classroom where I simultaneously taught as I conducted research on these new peer and student-teacher writing conferences. Sociocultural theory provides a framework for understanding how writing conferences are spaces where students and teacher co-construct social and cultural models for writing in a writers workshop. This study is also informed by an interdisciplinary exploration into the significance of relationships in classroom settings. It examines adolescents’ need for belonging and explores the naming and reframing of emergent bilinguals, who are the subjects of this study. In addition, it includes autoethnographic reflections on pedagogical shifts in my teaching, which emerge as I push myself to take risks, allow myself to make mistakes, and in the process, grow to trust my students in writing partnerships and myself as a writing teacher.Data include verbatim transcriptions of peer and student-teacher writing conferences, corresponding student writing samples, and field notes, all stemming from a memoir writers workshop unit. Following the interpretivist qualitative research model, analytic inductive reasoning yields findings that reflect how Latino adolescents and their teacher authentically engage with each other to shape the conferences over time, transforming both writing processes and writing products.
|
|
Keyword:
autoethnography; early adolescent; Education; emergent bilingual; relationships in classroom settings; writers workshop; writing conference
|
|
URL: https://escholarship.org/uc/item/8040858g
|
|
BASE
|
|
Hide details
|
|
|
| 16 |
A Curriculum Design for Emergent English Language Learners in Middle School Science
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307218611888 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Tools to Support Collaboration in Educating Emergent multilingual Students: Jumpstart and Electronic Performance Log
|
|
|
|
In: i.e.: inquiry in education (2019)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent multilingual students
|
|
|
|
In: Education Publications (2019)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
The Emergence of Translanguaging Pedagogy: A Dialogue between Theory and Practice
|
|
|
|
In: Journal of Multilingual Education Research (2019)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Ofelia García: A Visionary Thinker
|
|
|
|
In: Journal of Multilingual Education Research (2019)
|
|
BASE
|
|
Show details
|
|
|
|
|
