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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 Hits 1 – 17 of 17 1 Teaching and Learning Multiple Varieties of a Foreign Language for Sustainable Multilingual Education Xu, Hao; Shan, Zhibin In: ISSN: 2071-1050 ; Sustainability ; https://hal.sorbonne-universite.fr/hal-03335951 ; Sustainability, MDPI, 2021, 13 (14), pp.8004. ⟨10.3390/su13148004⟩ (2021) BASE Show details 2 Seeking truth about Muslims: Critical media literacies in an era of islamophobia Deroo, Matthew In: Journal of Media Literacy Education (2021) BASE Show details 3 Translanguaging: Examining Out-of-School Writing and Identities of African-born, Multilingual, Refugee Adolescents Rwanda, Stella Mukiri In: Dissertations - ALL (2019) BASE Show details 4 Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines Cheng, Chiuyee Dora In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018) BASE Show details 5 Thinking in hashtags: exploring teenagers’ new literacies practices on twitter Gleason, Benjamin W In: Education Publications (2018) BASE Show details 6 Community-Based Literacy Learning Spaces as Counterhegemonic Figured Worlds for African American Readers Duggins, Shaunté; Acosta, Melanie M In: Reading Horizons: A Journal of Literacy and Language Arts (2018) BASE Show details 7 Investigating Linguistic, Literary, and Social Affordances of L2 Collaborative Reading Thoms, Joshua; Poole, Frederick J. In: Languages, Philosophy, and Communication Studies Faculty Publications (2017) BASE Show details 8 Meaning Across Difference: Exploring Intercultural Communication Strategies in an Alaska-Kenya Collaboration Bwire, David In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1469088653 (2016) BASE Show details 9 L1 AND L2 DOCTORAL STUDENTS’ INTERTEXTUALITY AND ACADEMIC LITERACIES AT THE GCLR WEB SEMINARS Angay-Crowder, Tuba In: Middle and Secondary Education Dissertations (2016) BASE Show details 10 Reading Queerly in the High School Classroom: Exploring a Gay and Lesbian Literature Course Helmer, Kirsten In: Doctoral Dissertations (2015) BASE Show details 11 "We’ve Been Doing It Your Way Long Enough": Syncretism as a Critical Process Long, Susi; Volk, Dinah; Baines, Janice... In: Teacher Education Faculty Publications (2013) BASE Show details 12 Guest Editors’ Introduction: Syncretism and Syncretic Literacies Long, Susi; Gregory, Eve; Volk, Dinah In: Teacher Education Faculty Publications (2013) BASE Show details 13 Exploring Multiple Literacies and Identities of Children in a Mandarin-English Bilingual Program ... Zhang, Yan. - : Graduate Studies, 2013 BASE Show details 14 Multilingual dynamics among Portuguese-based migrant contexts in Europe Keating, Maria Clara; Solovova, Olga. - : Elsevier, 2011 BASE Show details 15 Language use and the instructional strategies of Grade 3 teachers to support 'bridging' in Papua New Guinea Franken, Margaret; August, Matilda. - : Routledge, 2011 Abstract: For over a decade, the Department of Education in Papua New Guinea (PNG) has adopted vernacular education as a way of ensuring that the educational experiences of children in schools draw on the cultural and linguistic knowledge they bring to the classroom. In PNG, there are many potential vernaculars - apart from the local languages, there are Tok Pisin and Hiri Motu. The policy advocates 'bridging' as an instructional strategy. While the term is used extensively by teachers, it is unclear what teachers think it entails and how they enact bridging. This small-scale exploratory study documents the views of a group of Grade 3 teachers in the East New Britain region and provides observations of their bridging strategies. While the teachers are not particularly supportive of vernacular education, they report on and use instructional strategies that include translation, metalinguistic comparison, contrast and elaboration. The teachers make much use of elicitation to encourage children to articulate their understanding of English, and they demonstrate flexible and dynamic use of languages in their classrooms. The fact that the study recorded no use of the local languages suggests that systematic follow-up of policy in practice is much needed, together with more in-depth research. Keyword: bilingual teachers; classroom dialogue; codeswitching; multilingual education; vernacular literacies URL: https://hdl.handle.net/10289/5365 https://doi.org/10.1080/09500782.2011.563858 BASE Hide details 16 Adolescent Literacies in Latin America and the Caribbean Bartlett, Lesley; Lopez, Dina; Mein, Erica... In: Laura A. Valdiviezo (2011) BASE Show details 17 RETHINKING CRITICAL LITERACY IN THE NEW INFORMATION AGE Gounari, Panayota In: Panayota Gounari (2009) BASE Show details

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