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Two Models For Using Problem Posing And Cultural Sharing In Teaching The Hmong English As A Second Langugage And First Language Literacy
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Book Synopsis Two Models for Using Problem-posing and Cultural Sharing in Teaching the Hmong English as a Second Langugage and First Language Literacy by : Anna Hemmendinger
Download or read book Two Models for Using Problem-posing and Cultural Sharing in Teaching the Hmong English as a Second Langugage and First Language Literacy written by Anna Hemmendinger and published by . This book was released on 1987 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Two Models for Using Problem-posing and Cultural Sharing in Teaching the Hmong English as a Second Language and First Language Literacy by : Anna Hemmendinger
Download or read book Two Models for Using Problem-posing and Cultural Sharing in Teaching the Hmong English as a Second Language and First Language Literacy written by Anna Hemmendinger and published by . This book was released on 1987 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1992-07 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Adult ESL/Literacy From the Community to the Community by : Elsa Auerbach
Download or read book Adult ESL/Literacy From the Community to the Community written by Elsa Auerbach and published by Routledge. This book was released on 2013-05-13 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adult ESL/Literacy from the Community to the Community: A Guidebook for Participatory Literacy Training tells the story of a university-community collaboration to develop, implement, and evaluate a project designed to train immigrants and refugees as adult ESL and native literacy instructors in their own communities. Beyond the story of this one project, the book is also a clear and powerful explication of the underlying principles and premises of the program model it describes: community leadership development, a participatory approach to literacy instruction and instructor training, native language adult literacy instruction, and collaboration.
Book Synopsis Learning and Not Learning English by : Guadalupe Valdes
Download or read book Learning and Not Learning English written by Guadalupe Valdes and published by Teachers College Press. This book was released on with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Sociolinguistics and Language Education by : Nancy H. Hornberger
Download or read book Sociolinguistics and Language Education written by Nancy H. Hornberger and published by Multilingual Matters. This book was released on 2010 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an up-to-date overview of sociolinguistics, including topics of nationalism and popular culture, style and identity, creole languages, critical language awareness, multimodal literacies, classroom discourse, ideologies and power, across language education contexts ranging from the teaching of English as an international language to Indigenous language revitalization.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Challenge of Cross-cultural Competency in Social Work by : Jean Schuldberg
Download or read book The Challenge of Cross-cultural Competency in Social Work written by Jean Schuldberg and published by . This book was released on 2005 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study evaluates the cultural competency needs in social work education from the perspective of eight social service workers from the Iu-Mien community. The National Association of Social Worker's (NASW) Code of Ethics views the acquisition of cultural competency as an ethical standard. The Council on Social Work Education (CSWE) mandates the teaching of cultural competency in their guidelines. Lack of cultural competency may hinder social workers' ability to advocate, help broker resources, and support the strengths of individuals and communities. The perspective of social workers' cultural competency from recipients of service or workers from non-dominant groups in the United States has not been researched. Participatory research, which involves collaborative dialogues between the researcher and participant(s), is the methodology for this study. Most Iu-Mien adults, primarily refugees from Laos, have experienced contact with social workers in the United States. Social service workers from the Iu-Mien community have the unique position of having received services and, now, providing them. aspects of the Iu-Mien people, cultural competency needs and recommendations for social work education and practice, and the presentation of the development of a qualitative research study. Social work educators and students will find this book a wonderful tool.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1996 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Forum written by and published by . This book was released on 1991 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Second Language Instruction/acquisition Abstracts by :
Download or read book Second Language Instruction/acquisition Abstracts written by and published by . This book was released on 1997 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Ecological Approach written by Lee Her and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As states like California adopt a more multilingual ideology in their public education, more heritage language education is being offered via parent advocated dual language programs to aid in heritage language maintenance. While previous research on dual language programs and family language policy have sought to investigate heritage language maintenance, there is a scarcity of research that examines how the two domains, public education and the home domain can work together to promote heritage language maintenance. Framed by King et al.'s (2008) conceptualization of family language policy, which considers language beliefs, language practices and language management, in conjunction with the Douglas Fir Group's (2016) ecological transdisciplinary framework for second language acquisition, this multiple case study investigates two Hmong-American families' language policy in relation to a Hmong-English dual language program, where their children are enrolled. Specifically, it explores how the families' access to a dual language program influences their language beliefs and practices, while also considering other micro, meso, and macro level factors. Interviews, artifacts, and family recorded interactions were utilized to get a full understanding of what factors at the different levels of interaction shaped their family language policy. Beyond a sole focus on the parents, the study also explores child agency and negotiation of the family language policy.The study reveals that both sets of parents perceived the relationship between the home and school as a partnership for their children's heritage language development, with the school taking on the onus for Hmong literacy. This resulted in both families' more secondary role and thus home language practices to merely supplement the school content. Importantly, while both sets of parents held similar beliefs regarding the role of the dual language program in heritage language maintenance, it was their different beliefs in the value of Hmong for their children's future in the US context that led to the different family language policies between the families. The study also reveals that beyond the school domain, the church domain can also help reinforce heritage language maintenance. Other factors, based on the parent's own personal and professional experiences, that influenced their family language policy include: 1) their alignment or misalignment with macro ideologies about English for capital, 2) heritage language maintenance for community, 3) their state context in California, 4) heritage language maintenance for ethnic and cultural identity, and 5) their own literacy or lack thereof in the heritage language. The findings also reveal how children agentively 1) influence sibling investment in the heritage language and 2) model and facilitate heritage language learning for siblings.Congruent with previous research, the study confirms that while family language policy is concerned with home language use, it operates within a larger sociocultural context, with oftentimes overlapping domains, each with their own language beliefs (e.g., school domain, church domain, state domain). Therefore, family language policy must be analyzed through a holistic lens that considers how these domains support or shift heritage language maintenance. Crucially the findings also support previous research that heritage language maintenance requires a concerted effort between families and a variety of other domains. While the Hmong-English dual language program plays a crucial role in Hmong literacy, it is not enough to foster and maintain the heritage language, without support from other domains.The study offers important implications for families wanting to raise their children bilingually in their heritage language, and for schools interested in wanting to better serve their heritage language learners and their families.
Book Synopsis What Teachers Need to Know About Language by : Carolyn Temple Adger
Download or read book What Teachers Need to Know About Language written by Carolyn Temple Adger and published by Multilingual Matters. This book was released on 2018-07-10 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1998 with total page 1676 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Bringing Literacy to Life by : Heide Spruck Wrigley
Download or read book Bringing Literacy to Life written by Heide Spruck Wrigley and published by . This book was released on 1992 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: The result of a 2-year research study funded under the National English Literacy Demonstration Program for Adults of Limited English Proficiency, this handbook on adult English-as-a-Second-Language (ESL) literacy education represents a synthesis of ideas derived from various sources. It is meant as a resource for teachers who have some experience in teaching but are new to ESL literacy. It contains the following nine chapters: (1) "Adult ESL Literacy: State of the Art," which discusses some of the special features of adult ESL literacy; (2) "Approaches and Materials," which maintains that meaning-based approaches show the greatest promise in helping adults develop full literacy; (3) "Teaching Adult ESL Literacy in the Multilevel Classroom," which shows that group work is the most effective strategy for dealing with multilevel classrooms; (4) "Using Computer and Video Technology in Adult ESL Literacy," which discusses the pros and cons of using technology in ESL literacy teaching; (5) "Native Language Literacy," which demonstrates that using the native language of the learners is a viable approach to introducing literacy to adults who are not literate in their first language; (6) "Learner Assessment," which shows that program-based assessments are superior to standardized tests; (7) "Curriculum," which demonstrates that curriculum decisions are value decisions that mirror a program's philosophy; (8) "Staff Development and Program Issues," which holds that effective staff development should focus on the social context, adult learning, second language acquisition, literacy development, and effective teaching processes; and (9) "Curriculum Modules," which presents 10 teaching units that demonstrate meaning-based teaching. (LB) (Adjunct ERIC Clearinghouse on Literacy Education)
Book Synopsis Motivations, Language Learning Beliefs, and Experiences of Hmong and Spanish-speaking Students in the Foreign Language Classroom by : Amy Jane Erkonen Landelle
Download or read book Motivations, Language Learning Beliefs, and Experiences of Hmong and Spanish-speaking Students in the Foreign Language Classroom written by Amy Jane Erkonen Landelle and published by . This book was released on 2004 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Forum written by and published by . This book was released on 1989 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
