Bridging family-teacher relationships for ELL and immigrant students:
"This book focuses on research based pedagogical practices for teaching young English language learners and immigrants implementing strategies across the curriculum from social emotional development, parent involvement, assessment to language development and more" - Provided by publisher
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey PA, USA
IGI Global, Publisher of Timely Knowledge
[2021]
|
| Schriftenreihe: | A volume in the Advances in early childhood and K-12 education (AECKE) book series
Premier reference source |
| Schlagworte: | |
| Online-Zugang: | DE-1050 DE-898 DE-1049 DE-91 DE-706 DE-573 DE-83 Volltext |
| Zusammenfassung: | "This book focuses on research based pedagogical practices for teaching young English language learners and immigrants implementing strategies across the curriculum from social emotional development, parent involvement, assessment to language development and more" - Provided by publisher |
| Beschreibung: | 1 Online-Ressource (xx, 370 Seiten) Illustrationen |
| ISBN: | 9781799847137 |
| ISSN: | 2329-5937 |
| DOI: | 10.4018/978-1-7998-4712-0 |
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| 505 | 8 | |a Chapter 8. Bridging family-teacher relationships in a predominately Latinx title i school with a Spanish-English dual immersion strand program -- Chapter 9. Latinx and immigrant heritage language maintenance -- Chapter 10. Role of immigrant parents' attitudes and practices in emergent bilingual students' language use and translanguaging performance -- Chapter 11. Parental engagement in school and educational programmes for immigrant learners -- Chapter 12. Academic support for ELL and immigrant adolescents: connecting home, school, and communities -- Chapter 13. A qualitative study of home-school literacy connections between Korean ELL families and their children's early childhood teachers -- Chapter 14. "Respectful" home-school relationships: phenomenological perspectives of immigrant and minoritized parents in the USA -- Chapter 15. Family-teacher relationships: to what extent do cultural and linguistic capital matter? -- | |
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| contents | Chapter 1. Building fearless, confident CLD learners: one elementary school's experience creating positive relationships with diverse families and the community -- Chapter 2. Digital storytelling with English language learning families -- Chapter 3. Bilingual/bicultural paraprofessionals as brokers of English learners' family-teacher relationships -- Chapter 4. Disruption through concientización: using a three-tier approach to family engagement through a VERDAD framework -- Chapter 5. The role of educator preparation programs in fostering partnerships with schools in supporting English language learners, immigrant families, and special education -- Chapter 6. Building bridges between school and home: teacher, parents, and students examining Latinx immigrant experiences -- Chapter 7. Fostering successful communities of collaboration through educational partnerships: strengthening bilingual learners' language and literacy achievement along the Texas-Mexican border -- Chapter 8. Bridging family-teacher relationships in a predominately Latinx title i school with a Spanish-English dual immersion strand program -- Chapter 9. Latinx and immigrant heritage language maintenance -- Chapter 10. Role of immigrant parents' attitudes and practices in emergent bilingual students' language use and translanguaging performance -- Chapter 11. Parental engagement in school and educational programmes for immigrant learners -- Chapter 12. Academic support for ELL and immigrant adolescents: connecting home, school, and communities -- Chapter 13. A qualitative study of home-school literacy connections between Korean ELL families and their children's early childhood teachers -- Chapter 14. "Respectful" home-school relationships: phenomenological perspectives of immigrant and minoritized parents in the USA -- Chapter 15. Family-teacher relationships: to what extent do cultural and linguistic capital matter? -- Chapter 16. Kindergarten writing: utilizing funds of knowledge in a digital classroom |
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| index_date | 2024-07-03T16:02:28Z |
| indexdate | 2024-07-20T06:38:30Z |
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| spelling | Bridging family-teacher relationships for ELL and immigrant students Grace Onchwari (University of North Dakota, USA), Jared Keengwe (University of North Dakota, USA) Hershey PA, USA IGI Global, Publisher of Timely Knowledge [2021] © 2021 1 Online-Ressource (xx, 370 Seiten) Illustrationen txt rdacontent c rdamedia cr rdacarrier A volume in the Advances in early childhood and K-12 education (AECKE) book series 2329-5937 Premier reference source Chapter 1. Building fearless, confident CLD learners: one elementary school's experience creating positive relationships with diverse families and the community -- Chapter 2. Digital storytelling with English language learning families -- Chapter 3. Bilingual/bicultural paraprofessionals as brokers of English learners' family-teacher relationships -- Chapter 4. Disruption through concientización: using a three-tier approach to family engagement through a VERDAD framework -- Chapter 5. The role of educator preparation programs in fostering partnerships with schools in supporting English language learners, immigrant families, and special education -- Chapter 6. Building bridges between school and home: teacher, parents, and students examining Latinx immigrant experiences -- Chapter 7. Fostering successful communities of collaboration through educational partnerships: strengthening bilingual learners' language and literacy achievement along the Texas-Mexican border -- Chapter 8. Bridging family-teacher relationships in a predominately Latinx title i school with a Spanish-English dual immersion strand program -- Chapter 9. Latinx and immigrant heritage language maintenance -- Chapter 10. Role of immigrant parents' attitudes and practices in emergent bilingual students' language use and translanguaging performance -- Chapter 11. Parental engagement in school and educational programmes for immigrant learners -- Chapter 12. Academic support for ELL and immigrant adolescents: connecting home, school, and communities -- Chapter 13. A qualitative study of home-school literacy connections between Korean ELL families and their children's early childhood teachers -- Chapter 14. "Respectful" home-school relationships: phenomenological perspectives of immigrant and minoritized parents in the USA -- Chapter 15. Family-teacher relationships: to what extent do cultural and linguistic capital matter? -- Chapter 16. Kindergarten writing: utilizing funds of knowledge in a digital classroom "This book focuses on research based pedagogical practices for teaching young English language learners and immigrants implementing strategies across the curriculum from social emotional development, parent involvement, assessment to language development and more" - Provided by publisher Parent-teacher relationships / United States Home and school / United States Immigrant students / United States English language / Study and teaching / Foreign speakers English language / Study and teaching / Foreign speakers fast Home and school fast Immigrant students fast Parent-teacher relationships fast United States fast Onchwari, Grace 1972- (DE-588)1124544054 edt Keengwe, Jared 1973- (DE-588)1026315476 edt Erscheint auch als Druck-Ausgabe, hardcover 978-1-7998-4712-0 Erscheint auch als Druck-Ausgabe, hardcover 1-7998-4712-8 Erscheint auch als Druck-Ausgabe, softcover 978-1-7998-6978-8 https://doi.org/10.4018/978-1-7998-4712-0 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Bridging family-teacher relationships for ELL and immigrant students Chapter 1. Building fearless, confident CLD learners: one elementary school's experience creating positive relationships with diverse families and the community -- Chapter 2. Digital storytelling with English language learning families -- Chapter 3. Bilingual/bicultural paraprofessionals as brokers of English learners' family-teacher relationships -- Chapter 4. Disruption through concientización: using a three-tier approach to family engagement through a VERDAD framework -- Chapter 5. The role of educator preparation programs in fostering partnerships with schools in supporting English language learners, immigrant families, and special education -- Chapter 6. Building bridges between school and home: teacher, parents, and students examining Latinx immigrant experiences -- Chapter 7. Fostering successful communities of collaboration through educational partnerships: strengthening bilingual learners' language and literacy achievement along the Texas-Mexican border -- Chapter 8. Bridging family-teacher relationships in a predominately Latinx title i school with a Spanish-English dual immersion strand program -- Chapter 9. Latinx and immigrant heritage language maintenance -- Chapter 10. Role of immigrant parents' attitudes and practices in emergent bilingual students' language use and translanguaging performance -- Chapter 11. Parental engagement in school and educational programmes for immigrant learners -- Chapter 12. Academic support for ELL and immigrant adolescents: connecting home, school, and communities -- Chapter 13. A qualitative study of home-school literacy connections between Korean ELL families and their children's early childhood teachers -- Chapter 14. "Respectful" home-school relationships: phenomenological perspectives of immigrant and minoritized parents in the USA -- Chapter 15. Family-teacher relationships: to what extent do cultural and linguistic capital matter? -- Chapter 16. Kindergarten writing: utilizing funds of knowledge in a digital classroom Parent-teacher relationships / United States Home and school / United States Immigrant students / United States English language / Study and teaching / Foreign speakers English language / Study and teaching / Foreign speakers fast Home and school fast Immigrant students fast Parent-teacher relationships fast |
| title | Bridging family-teacher relationships for ELL and immigrant students |
| title_auth | Bridging family-teacher relationships for ELL and immigrant students |
| title_exact_search | Bridging family-teacher relationships for ELL and immigrant students |
| title_exact_search_txtP | Bridging family-teacher relationships for ELL and immigrant students |
| title_full | Bridging family-teacher relationships for ELL and immigrant students Grace Onchwari (University of North Dakota, USA), Jared Keengwe (University of North Dakota, USA) |
| title_fullStr | Bridging family-teacher relationships for ELL and immigrant students Grace Onchwari (University of North Dakota, USA), Jared Keengwe (University of North Dakota, USA) |
| title_full_unstemmed | Bridging family-teacher relationships for ELL and immigrant students Grace Onchwari (University of North Dakota, USA), Jared Keengwe (University of North Dakota, USA) |
| title_short | Bridging family-teacher relationships for ELL and immigrant students |
| title_sort | bridging family teacher relationships for ell and immigrant students |
| topic | Parent-teacher relationships / United States Home and school / United States Immigrant students / United States English language / Study and teaching / Foreign speakers English language / Study and teaching / Foreign speakers fast Home and school fast Immigrant students fast Parent-teacher relationships fast |
| topic_facet | Parent-teacher relationships / United States Home and school / United States Immigrant students / United States English language / Study and teaching / Foreign speakers Home and school Immigrant students Parent-teacher relationships United States |
| url | https://doi.org/10.4018/978-1-7998-4712-0 |
| work_keys_str_mv | AT onchwarigrace bridgingfamilyteacherrelationshipsforellandimmigrantstudents AT keengwejared bridgingfamilyteacherrelationshipsforellandimmigrantstudents |