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Translanguaging: a “Practical Theory of Languages” to Support Minority Language Education
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In: Studi di glottodidattica; V. 6, N. 2 (2021); 24 - 35 ; 1970-1861 (2021)
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Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness
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In: Studi di glottodidattica; V. 6, N. 1 (2021); 34 - 46 ; 1970-1861 (2021)
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Building Sustainability: Dual Language Programs at the Middle School Level
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Perez, Elena. - : eScholarship, University of California, 2020
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Best Practices: Promoting Parent-School Relationship To Increase Hispanic Parental Participation in Schools
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In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn159431079080737 (2020)
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Perspectives from a Non-Dominant Language Community on Education in a Multilingual City
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Multilingual Education in Classrooms with Multiple Mother Tongues: A Case Study of Pedagogical Possibilities
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Abstract:
This dissertation describes a collaborative action research project undertaken with Grades 1 and 2 children and parents from two Adivasi communities in a multiple-language classroom in a remote area of Odisha, India. The children came from Santali, Ho, and Odia home language backgrounds but were taught in Odia, the dominant state language. Classroom interactions were observed over a 7-month period in order to understand how students and teachers negotiated the teaching of academic content and initial reading skills. The study built on the extensive research that has emerged in recent years supporting mother-tongue based multilingual education (MTBMLE) in countries as diverse as Ethiopia, India, and the Philippines. These studies have provided evidence for cross-linguistic interdependence and transfer of conceptual and academic skills across languages. However, these initiatives were implemented in contexts of linguistic homogeneity involving children from a single mother tongue, whereas the majority of the classrooms in Odisha have children from multiple linguistic backgrounds. In addition to classroom observations, data were gathered by means of interviews with eight parents, two teachers, and five students. These interviews took place both before and after the creation by parents of a multilingual children’s book in Ho, Santali, and Odia. The interviews with parents and teachers prior to the creation of the book focused on participants’ own educational experiences, their linguistic identities, and their views on medium of instruction in education. The interviews after the community book creation project focused on these issues and how participants’ perspectives were affected by the inclusion of the two Adivasi languages in the book and in classroom instruction. The student interviews were conducted after the book was used within the classroom and focused on the impact of this initiative on their attitudes towards their home languages and the dominant school language. The findings of the study suggest a positive impact of a community created multilingual storybook on the parents, the students and the community. The project demonstrated that the multilingual repertoires of parents can be used as a powerful resource for implementing multilingual education in linguistically diverse Adivasi contexts. ; Ph.D.
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Keyword:
0515; Minority Language Education; Multilingual Education
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URL: http://hdl.handle.net/1807/101185
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A Curriculum Design for Emergent English Language Learners in Middle School Science
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In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307218611888 (2019)
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Designing a curriculum to engage heritage speakers in a Spanish classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592312896131526 (2019)
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Japanese Language Learners’ Grades and Performance Improvement in High-Performing and Low-Performing Classrooms
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1574805643303484 (2019)
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Supporting Refugee and Emergent English Learner's Reading Ability Through a Story Dictation-Based Curriculum
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In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307488521956 (2019)
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Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295 (2019)
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African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation
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In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019)
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Learning in Multilingual Contexts: Language Policies, Cross-Linguistic Transfer, and Reading Interventions
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基于母语的多语教育资料合集 覆盖未照顾到的族群: 推广多语教育 ; MTB MLE RESOURCE KIT: Including the Excluded: Promoting Multilingual Education [in Chinese]
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Malone, Susan E.. - : United Nations Educational, Scientific and Cultural Organization and UNESCO Bangkok office and SIL International, 2019
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Children’s first language (L1) as their foundation for learning
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Teacher’s guide: Two-Track Method to Introduce first language (L1) literacy
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Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932 (2018)
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The Impact of Translation Strategies on Second Language Writing
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1532607114900787 (2018)
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Online Socialization into Languages and Religion: Tracing the Experiences of Transnational Families
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1514946376856087 (2018)
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