Empowering students through multilingual and content discourse:
"Empowering Students Through Multilingual and Content Discourse is a peer-reviewed research book that challenges the traditional monolingual classroom approach, where the teacher's voice dominates and only the dominant culture's language is considered the path to success. The book aim...
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey PA, USA
IGI Global
[2023]
|
| Schriftenreihe: | Advances in educational technologies and instructional design (AETID)
|
| Schlagworte: | |
| Online-Zugang: | DE-706 DE-83 DE-898 Volltext |
| Zusammenfassung: | "Empowering Students Through Multilingual and Content Discourse is a peer-reviewed research book that challenges the traditional monolingual classroom approach, where the teacher's voice dominates and only the dominant culture's language is considered the path to success. The book aims to empower students by creating classroom spaces where all voices are heard, valued, and empowered. It draws on research from scholars who study discourse and offers insights into how discourse can be used to promote language and literacy development, honor all students' voices, and empower them.This book also provides guidance on culturally and linguistically sustaining discourse practices and encourages educators to incorporate students' home languages and discourse practices in classroom instruction. It challenges educators to move away from centering White English and represent language more responsibly within the classroom. This research is a valuable resource for academic scholars and a useful tool for teachers looking to cultivate student-centered classroom practices. By encouraging discourse among students, educators can create a space where human life holds meaning, and students feel empowered to act and use their voices."-- |
| Beschreibung: | 1 Online-Ressource (xxi, 340 Seiten) Illustrationen, Diagramme |
| ISBN: | 9798369305454 |
| DOI: | 10.4018/979-8-3693-0543-0 |
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| 245 | 1 | 0 | |a Empowering students through multilingual and content discourse |c Stacie Lynn Finley (Missouri State University, USA), Pamela Correll (Missouri State University, USA), Cathy Pearman (Missouri State University, USA), Stephanie Huffman (Missouri State University, USA) |
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| 490 | 0 | |a Advances in educational technologies and instructional design (AETID) | |
| 505 | 8 | |a Preface -- Chapter 1. Multilingual Discourse -- Chapter 1. Extending Student (R)esponse to (E)ngagement in a Bilingual Classroom: An Analysis of Identity-Infused Classroom Discourse -- Chapter 2. How Coaching Fosters Opportunities and Constraints for Teachers of Multilingual Learners -- Chapter 3. Empowering Teachers for Cultural and Linguistic Diversity via Multimodal Critical Identity Collages -- Chapter 4. The Impact of Diverse Children's Literature and Academic Discourse on Identity Formation -- Chapter 5. Teacher feedback is among the most powerful influences on student learning. Feedback that responds sensitively to students' cultural and linguistic backgrounds is especially important for English learners (ELs), yet teachers... -- Chapter 6. The purpose of this chapter is to examine the beliefs of four elementary-aged Afghan refugee children regarding their first-language usage in school, while living in their first asylum country of Pakistan. It shares findings related... -- Chapter 7. Critical Autoethnography as an Empowering Discourse for International Students in US Higher Education -- Chapter 2. Content Discourse -- Chapter 8. Writing Center Discourses in Theory and Practice: A Comparative Case Study -- Chapter 9. A Multiliteracies Approach to Antiracist High School English Language Arts Pedagogy -- Chapter 10. Empowering Students to Cultivate Better Writers -- Chapter 11. Dialogic Interactions in Genre-Based Writing and Learning -- Chapter 12. Sharing Untold Stories: Discussion Pedagogy and Authentic Learning in the Social Studies -- Chapter 13. Exploring Cultural Competence Topics in Family Science Classrooms -- Chapter 14. Explain It to Me: Supporting Student Voice in Mathematical Writing -- Chapter 15. Positioning Latinx Learners to Thrive in Mathematics: Translanguaging and Dialogic Discourse -- Compilation of References -- About the Contributors -- Index | |
| 520 | |a "Empowering Students Through Multilingual and Content Discourse is a peer-reviewed research book that challenges the traditional monolingual classroom approach, where the teacher's voice dominates and only the dominant culture's language is considered the path to success. The book aims to empower students by creating classroom spaces where all voices are heard, valued, and empowered. It draws on research from scholars who study discourse and offers insights into how discourse can be used to promote language and literacy development, honor all students' voices, and empower them.This book also provides guidance on culturally and linguistically sustaining discourse practices and encourages educators to incorporate students' home languages and discourse practices in classroom instruction. It challenges educators to move away from centering White English and represent language more responsibly within the classroom. This research is a valuable resource for academic scholars and a useful tool for teachers looking to cultivate student-centered classroom practices. By encouraging discourse among students, educators can create a space where human life holds meaning, and students feel empowered to act and use their voices."-- | ||
| 650 | 4 | |a Discourse analysis | |
| 650 | 4 | |a Language and education | |
| 650 | 4 | |a Multilingual education | |
| 700 | 1 | |a Huffman, Stephanie |4 edt | |
| 700 | 1 | |a Pearman, Cathy |4 edt | |
| 700 | 1 | |a Correll, Pamela |4 edt | |
| 700 | 1 | |a Finley, Stacie Lynn |4 edt | |
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Datensatz im Suchindex
| _version_ | 1808229140475674624 |
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| author2 | Huffman, Stephanie Pearman, Cathy Correll, Pamela Finley, Stacie Lynn |
| author2_role | edt edt edt edt |
| author2_variant | s h sh c p cp p c pc s l f sl slf |
| author_facet | Huffman, Stephanie Pearman, Cathy Correll, Pamela Finley, Stacie Lynn |
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| contents | Preface -- Chapter 1. Multilingual Discourse -- Chapter 1. Extending Student (R)esponse to (E)ngagement in a Bilingual Classroom: An Analysis of Identity-Infused Classroom Discourse -- Chapter 2. How Coaching Fosters Opportunities and Constraints for Teachers of Multilingual Learners -- Chapter 3. Empowering Teachers for Cultural and Linguistic Diversity via Multimodal Critical Identity Collages -- Chapter 4. The Impact of Diverse Children's Literature and Academic Discourse on Identity Formation -- Chapter 5. Teacher feedback is among the most powerful influences on student learning. Feedback that responds sensitively to students' cultural and linguistic backgrounds is especially important for English learners (ELs), yet teachers... -- Chapter 6. The purpose of this chapter is to examine the beliefs of four elementary-aged Afghan refugee children regarding their first-language usage in school, while living in their first asylum country of Pakistan. It shares findings related... -- Chapter 7. Critical Autoethnography as an Empowering Discourse for International Students in US Higher Education -- Chapter 2. Content Discourse -- Chapter 8. Writing Center Discourses in Theory and Practice: A Comparative Case Study -- Chapter 9. A Multiliteracies Approach to Antiracist High School English Language Arts Pedagogy -- Chapter 10. Empowering Students to Cultivate Better Writers -- Chapter 11. Dialogic Interactions in Genre-Based Writing and Learning -- Chapter 12. Sharing Untold Stories: Discussion Pedagogy and Authentic Learning in the Social Studies -- Chapter 13. Exploring Cultural Competence Topics in Family Science Classrooms -- Chapter 14. Explain It to Me: Supporting Student Voice in Mathematical Writing -- Chapter 15. Positioning Latinx Learners to Thrive in Mathematics: Translanguaging and Dialogic Discourse -- Compilation of References -- About the Contributors -- Index |
| ctrlnum | (ZDB-98-IGB)9798369305454 (OCoLC)1401195749 (DE-599)BVBBV049102133 |
| doi_str_mv | 10.4018/979-8-3693-0543-0 |
| format | Electronic eBook |
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| id | DE-604.BV049102133 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T22:32:56Z |
| indexdate | 2024-08-24T01:08:09Z |
| institution | BVB |
| isbn | 9798369305454 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034363645 |
| oclc_num | 1401195749 |
| open_access_boolean | |
| owner | DE-706 DE-83 DE-898 DE-BY-UBR |
| owner_facet | DE-706 DE-83 DE-898 DE-BY-UBR |
| physical | 1 Online-Ressource (xxi, 340 Seiten) Illustrationen, Diagramme |
| psigel | ZDB-98-IGB ZDB-98-IGB TUB_EBS_IGB ZDB-98-IGB FHR_PDA_IGB |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | IGI Global |
| record_format | marc |
| series2 | Advances in educational technologies and instructional design (AETID) |
| spelling | Empowering students through multilingual and content discourse Stacie Lynn Finley (Missouri State University, USA), Pamela Correll (Missouri State University, USA), Cathy Pearman (Missouri State University, USA), Stephanie Huffman (Missouri State University, USA) Hershey PA, USA IGI Global [2023] 1 Online-Ressource (xxi, 340 Seiten) Illustrationen, Diagramme txt rdacontent c rdamedia cr rdacarrier Advances in educational technologies and instructional design (AETID) Preface -- Chapter 1. Multilingual Discourse -- Chapter 1. Extending Student (R)esponse to (E)ngagement in a Bilingual Classroom: An Analysis of Identity-Infused Classroom Discourse -- Chapter 2. How Coaching Fosters Opportunities and Constraints for Teachers of Multilingual Learners -- Chapter 3. Empowering Teachers for Cultural and Linguistic Diversity via Multimodal Critical Identity Collages -- Chapter 4. The Impact of Diverse Children's Literature and Academic Discourse on Identity Formation -- Chapter 5. Teacher feedback is among the most powerful influences on student learning. Feedback that responds sensitively to students' cultural and linguistic backgrounds is especially important for English learners (ELs), yet teachers... -- Chapter 6. The purpose of this chapter is to examine the beliefs of four elementary-aged Afghan refugee children regarding their first-language usage in school, while living in their first asylum country of Pakistan. It shares findings related... -- Chapter 7. Critical Autoethnography as an Empowering Discourse for International Students in US Higher Education -- Chapter 2. Content Discourse -- Chapter 8. Writing Center Discourses in Theory and Practice: A Comparative Case Study -- Chapter 9. A Multiliteracies Approach to Antiracist High School English Language Arts Pedagogy -- Chapter 10. Empowering Students to Cultivate Better Writers -- Chapter 11. Dialogic Interactions in Genre-Based Writing and Learning -- Chapter 12. Sharing Untold Stories: Discussion Pedagogy and Authentic Learning in the Social Studies -- Chapter 13. Exploring Cultural Competence Topics in Family Science Classrooms -- Chapter 14. Explain It to Me: Supporting Student Voice in Mathematical Writing -- Chapter 15. Positioning Latinx Learners to Thrive in Mathematics: Translanguaging and Dialogic Discourse -- Compilation of References -- About the Contributors -- Index "Empowering Students Through Multilingual and Content Discourse is a peer-reviewed research book that challenges the traditional monolingual classroom approach, where the teacher's voice dominates and only the dominant culture's language is considered the path to success. The book aims to empower students by creating classroom spaces where all voices are heard, valued, and empowered. It draws on research from scholars who study discourse and offers insights into how discourse can be used to promote language and literacy development, honor all students' voices, and empower them.This book also provides guidance on culturally and linguistically sustaining discourse practices and encourages educators to incorporate students' home languages and discourse practices in classroom instruction. It challenges educators to move away from centering White English and represent language more responsibly within the classroom. This research is a valuable resource for academic scholars and a useful tool for teachers looking to cultivate student-centered classroom practices. By encouraging discourse among students, educators can create a space where human life holds meaning, and students feel empowered to act and use their voices."-- Discourse analysis Language and education Multilingual education Huffman, Stephanie edt Pearman, Cathy edt Correll, Pamela edt Finley, Stacie Lynn edt Erscheint auch als Druck-Ausgabe 9798369305430 http://doi.org/10.4018/979-8-3693-0543-0 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Empowering students through multilingual and content discourse Preface -- Chapter 1. Multilingual Discourse -- Chapter 1. Extending Student (R)esponse to (E)ngagement in a Bilingual Classroom: An Analysis of Identity-Infused Classroom Discourse -- Chapter 2. How Coaching Fosters Opportunities and Constraints for Teachers of Multilingual Learners -- Chapter 3. Empowering Teachers for Cultural and Linguistic Diversity via Multimodal Critical Identity Collages -- Chapter 4. The Impact of Diverse Children's Literature and Academic Discourse on Identity Formation -- Chapter 5. Teacher feedback is among the most powerful influences on student learning. Feedback that responds sensitively to students' cultural and linguistic backgrounds is especially important for English learners (ELs), yet teachers... -- Chapter 6. The purpose of this chapter is to examine the beliefs of four elementary-aged Afghan refugee children regarding their first-language usage in school, while living in their first asylum country of Pakistan. It shares findings related... -- Chapter 7. Critical Autoethnography as an Empowering Discourse for International Students in US Higher Education -- Chapter 2. Content Discourse -- Chapter 8. Writing Center Discourses in Theory and Practice: A Comparative Case Study -- Chapter 9. A Multiliteracies Approach to Antiracist High School English Language Arts Pedagogy -- Chapter 10. Empowering Students to Cultivate Better Writers -- Chapter 11. Dialogic Interactions in Genre-Based Writing and Learning -- Chapter 12. Sharing Untold Stories: Discussion Pedagogy and Authentic Learning in the Social Studies -- Chapter 13. Exploring Cultural Competence Topics in Family Science Classrooms -- Chapter 14. Explain It to Me: Supporting Student Voice in Mathematical Writing -- Chapter 15. Positioning Latinx Learners to Thrive in Mathematics: Translanguaging and Dialogic Discourse -- Compilation of References -- About the Contributors -- Index Discourse analysis Language and education Multilingual education |
| title | Empowering students through multilingual and content discourse |
| title_auth | Empowering students through multilingual and content discourse |
| title_exact_search | Empowering students through multilingual and content discourse |
| title_exact_search_txtP | Empowering students through multilingual and content discourse |
| title_full | Empowering students through multilingual and content discourse Stacie Lynn Finley (Missouri State University, USA), Pamela Correll (Missouri State University, USA), Cathy Pearman (Missouri State University, USA), Stephanie Huffman (Missouri State University, USA) |
| title_fullStr | Empowering students through multilingual and content discourse Stacie Lynn Finley (Missouri State University, USA), Pamela Correll (Missouri State University, USA), Cathy Pearman (Missouri State University, USA), Stephanie Huffman (Missouri State University, USA) |
| title_full_unstemmed | Empowering students through multilingual and content discourse Stacie Lynn Finley (Missouri State University, USA), Pamela Correll (Missouri State University, USA), Cathy Pearman (Missouri State University, USA), Stephanie Huffman (Missouri State University, USA) |
| title_short | Empowering students through multilingual and content discourse |
| title_sort | empowering students through multilingual and content discourse |
| topic | Discourse analysis Language and education Multilingual education |
| topic_facet | Discourse analysis Language and education Multilingual education |
| url | http://doi.org/10.4018/979-8-3693-0543-0 |
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