Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

250,600 Full-Text Articles 153,069 Authors 74,422,411 Downloads 438 Institutions

All Articles in Education

Faceted Search

250,600 full-text articles. Page 7 of 6571.

The Nurturing Care Framework: From Policies To Parents, Linda Richter 2019 Bank Street College of Education

The Nurturing Care Framework: From Policies To Parents, Linda Richter

Occasional Paper Series

When most people think of early childhood development, what comes to mind is preprimary school learning; similarly, when they think about how best to ensure a child turns out well, their thoughts turn to adolescents. The FrameWorks Institute in Washington, DC, calls this “aging up,” a phenomenon that has been demonstrated as a bias in policy and public thinking in several countries, including South Africa (Richter, Tomlinson, Watt, Hunt, & Lindland, 2019). Yet it is the earliest period of life, from conception to two to three years of age, that most strongly regulates our trajectory across the course of our lives ...


Infant Toddler Care And Education: Speaking Up For Young Children And Their Caregivers, Virginia Casper, Sharon Ryan 2019 Bank Street College of Education

Infant Toddler Care And Education: Speaking Up For Young Children And Their Caregivers, Virginia Casper, Sharon Ryan

Occasional Paper Series

Much of the policy-and practice-focused research on infant-toddler care and education has been concerned with the issue of program quality. That is, what elements constitute a quality program for infants and toddlers that ensures their ongoing developmental success? Researchers have sought to identify the structural and process indicators necessary for young children to receive the kinds of responsive interactions that contribute to positive developmental outcomes.


The Value Of Interactive Multimodal Online Higher Education Classrooms: Examining The Impact Of Interactive Multimedia-Based Instructional Design (Imbid), Andrea Munro 2019 Brandman University

The Value Of Interactive Multimodal Online Higher Education Classrooms: Examining The Impact Of Interactive Multimedia-Based Instructional Design (Imbid), Andrea Munro

Dissertations

Purpose: Despite their affordability and convenience, online courses have higher student failure and dropout rates than ground based-courses. The purpose of this quantitative causal-comparative single-case study was to determine if there is a difference between interactive, multimedia-based online instruction and traditional text-based online instruction as it relates to the level of student performance, engagement, and satisfaction in higher education.

Methodology: This quantitative research design used inferential statistics to analyze the research questions. The researcher selected 13 text-based courses that were redesigned to become interactive, multimedia-based courses. Archival student performance, engagement, and satisfaction data was abstracted from both the text-based and ...


Ofelia García: A Transformative Thinker And Leader, Cecilia M. Espinosa 2019 Lehman College/CUNY

Ofelia García: A Transformative Thinker And Leader, Cecilia M. Espinosa

Journal of Multilingual Education Research

In this essay, I describe the ways in which Ofelia García's work influenced the field of bilingual education and multilingualism, as well as my thinking over the years as a bilingual educator. Dr. García has been a model of what it means to be an intellectual who is deeply connected to the importance of engaging in transformative theoretical ideas. Her ideas, in turn, have proven to have profound implications for pedagogy that impacts the education of emergent bilinguals. Her work is deeply grounded in understandings about language and language development as it exists in the world. Her perspective is ...


Pushing The Field & Practice: Ofelia García’S Reflective And Responsive Approach To Educational Innovation, Laura Ascenzi-Moreno, Sara Vogel 2019 Brooklyn College

Pushing The Field & Practice: Ofelia García’S Reflective And Responsive Approach To Educational Innovation, Laura Ascenzi-Moreno, Sara Vogel

Journal of Multilingual Education Research

Ofelia García’s vision for educational equity for emergent bilinguals has always put children and their agency within social contexts at its heart. This essay draws upon Ofelia’s own writing and the experiences of the authors -- a current and a former student of hers -- to explore how centering people’s dynamic bilingual practices has been a source of innovation for bilingual education theory and practice.


Trans + Languaging: Beyond Dual Language Bilingual Education, Cristian R. Solorza 2019 Bank Street College of Education

Trans + Languaging: Beyond Dual Language Bilingual Education, Cristian R. Solorza

Journal of Multilingual Education Research

Ofelia García calls for a re-imagining of bilingual education by challenging how teachers conceptualize, facilitate, and listen to language use in classrooms. Educators attempt to legitimize students' authentic, fluid, and dynamic language practices through translanguaging, but non-standard named language varieties are still marginalized in classrooms. Using the prefix trans+, García pushes us to look beyond bilingual education to critically challenge hegemonic language ideologies and to break from the monoglossic status quo within dual language bilingual education. Bilingual educators are tasked with envisioning language pedagogies that keep our emergent bilingual students whole, as they learn to leverage and expand their ...


Critical Research With An Eye On Monday Morning: La Investigación Comprometida De Ofelia García, Guadalupe Valdés 2019 Stanford University

Critical Research With An Eye On Monday Morning: La Investigación Comprometida De Ofelia García, Guadalupe Valdés

Journal of Multilingual Education Research

This essay by Guadalupe Valdés reflects on the influence of Ofelia García on her own experiences and as well as on the field of bilingual education. As a reader, educator, and researcher concerning emergent bilingual children, the author shares many of the same challenges. She expresses her deep felt sense of gratitude for what Ofelia García has done for the profession, for teachers, and for children.


The Emergence Of Translanguaging Pedagogy: A Dialogue Between Theory And Practice, Jim Cummins 2019 University of Toronto and Åbo Akademi University, Finland

The Emergence Of Translanguaging Pedagogy: A Dialogue Between Theory And Practice, Jim Cummins

Journal of Multilingual Education Research

My goal in this paper is to contribute to the process of bringing practice and theory into active dialogue. Initially, I review some early instructional examples of crosslinguistic pedagogy involving emergent bilingual students. I then focus on more recent examples from the Canadian context that illustrate the emerging role of classroom teachers as knowledge-generators. Through their practice, these educators have challenged the assumption that schools serving multilingual students have no option but to be English-only zones. Finally, I explore some of the ways in which these instructional innovations illuminate theoretical understandings of translanguaging and crosslinguistic pedagogy more generally.


Ofelia García And The Cuny-Nysieb Community: Symbiosis In Furthering Translanguaging Pedagogy And Practice, María Teresa Sánchez, Kate Menken 2019 Hunter College, City of New York

Ofelia García And The Cuny-Nysieb Community: Symbiosis In Furthering Translanguaging Pedagogy And Practice, María Teresa Sánchez, Kate Menken

Journal of Multilingual Education Research

Ofelia García’s scholarship on dynamic bilingualism and translanguaging has been at the core of CUNY-NYSIEB. At the same time, CUNY-NYSIEB’s work in schools has furthered her own scholarship on translanguaging pedagogy and that of the field as a whole. It is this rich symbiosis that we describe in this article.


Notes On Contributors To This Volume, 2019 Fordham University

Notes On Contributors To This Volume

Journal of Multilingual Education Research

Notes on Contributing Authors to Volume 9 of the Journal of Multilingual Education Research.


Jmer Description & Guidelines For Submission, 2019 Fordham University

Jmer Description & Guidelines For Submission

Journal of Multilingual Education Research

No abstract provided.


Minority Languages, National State Languages, And English In Europe: Multilingual Education In The Basque Country And Friesland, Jasone Cenoz, Durk Gorter 2019 University of the Basque Country, UPV/EHU

Minority Languages, National State Languages, And English In Europe: Multilingual Education In The Basque Country And Friesland, Jasone Cenoz, Durk Gorter

Journal of Multilingual Education Research

This article focuses on minority languages in education in Europe in contexts where they are in contact with national state languages and English. Teaching minority language implies bilingual education because it is not about replacing the majority language, but to come ‘alongside’ or at ‘equal footing’. The cases of Basque and Frisian, comparing and contrasting their similarities and differences, are analyzed. Schools in these regions desire to go beyond bilingualism and to promote multilingualism as an important aim in education. The contribution of Ofelia García’s work to research in these contexts is discussed.


A Tribute To Ofelia García, Colin Baker 2019 Emeritus Professor at Bangor University, Bangor, Wales

A Tribute To Ofelia García, Colin Baker

Journal of Multilingual Education Research

As a tribute to Ofelia García, I describe five events in my life that were influenced by our meetings and collaboration. These events span the years of our first meeting in 1992 through my role to introduce Dr. García before her Keynote Address at a Bilingual Education & Translanguaging Conference in 2016.


Top Ten Lessons Learned From Ofelia García: Researching, Teaching And Living From The Heart, Tatyana Kleyn, Kate Seltzer 2019 The City College of New York, CUNY

Top Ten Lessons Learned From Ofelia García: Researching, Teaching And Living From The Heart, Tatyana Kleyn, Kate Seltzer

Journal of Multilingual Education Research

For nearly forty years, the work of Dr. Ofelia García has steered not only the field of bilingual education, but also Spanish language education, teaching English to speakers of other languages, and sociolinguistics. As our professor, mentor, colleague, and friend, Dr. García has taught us many powerful lessons. Here, we describe ten of these, including some pertaining to academic and theoretical contributions, as well as some related to advocacy work in multilingualism. We conclude by describing the impact she has had on diverse academic fields through the CUNY-NYSIEB research project, in which she has mobilized her passions to promote educational ...


Ofelia García, A True Pioneer And Leader In Bilingual Education, Danling Fu 2019 University of Florida, Gainesville

Ofelia García, A True Pioneer And Leader In Bilingual Education, Danling Fu

Journal of Multilingual Education Research

This article traces my growth as a bilingual educator: how Ofelia García’s work has educated, humbled, and enlightened me. In this tribute to her retirement, I will focus my discussion on a few of Ofelia García’s publications that have had a great impact on me as a scholar. With her work I will examine my own scholarship development, which demonstrates my growth conceptually as a scholar in bilingualism and a teacher educator in bilingual education.


Translanguaging Into Raciolinguistic Ideologies: A Personal Reflection On The Legacy Of Ofelia García, Nelson L. Flores 2019 University of Pennsyvania

Translanguaging Into Raciolinguistic Ideologies: A Personal Reflection On The Legacy Of Ofelia García, Nelson L. Flores

Journal of Multilingual Education Research

The term translanguaging has received a great deal of attention in recent years in applied linguistics. Originally coined to describe a bilingual pedagogical approach Ofelia García extended the definition to encompass the multiple discursive practices of bilingual communities. This broader definition has been taken up in many different ways by scholars seeking to challenge dominant conceptualizations of bi/multilingualism. In this article, I describe the ways that translanguaging offered me a point of entry for better understanding my own experiences as a US Latino. In addition, I discuss how it has equipped me with theoretical tools for speaking back to ...


Book Review: Translanguaging At Work: Approaches To Dynamic Bilingualism, Meral Kaya 2019 Brooklyn College, City University of New York

Book Review: Translanguaging At Work: Approaches To Dynamic Bilingualism, Meral Kaya

Journal of Multilingual Education Research

Book Reviewed:

García, O., Johnson, S. I., & Seltzer, K. (2017). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia, PA: Caslon, Inc., 196 pages, ISBN978-1-934000-19-9 (Softcover: $ 39.95.); ISBN978-1-934000-19-9 (eText: $29.95-$36.95 depending on days used).


Reflection On Language And Identity: Ofelia García's Impact On One Latina's Academic Trajectory And Scholarship, Dina López 2019 The City College of New York

Reflection On Language And Identity: Ofelia García's Impact On One Latina's Academic Trajectory And Scholarship, Dina López

Journal of Multilingual Education Research

T

This essay shares my own personal story of how—as a first-generation Latina academic—working with Ofelia García transformed my sense of self and trajectory as a scholar working with issues of language, identity, and education. Weaving personal anecdotes throughout, I trace the evolution of my thinking and research with a focus on the concepts of heteroglossic language ideologies, dynamic bilingualism, and translanguaging. I conclude the essay by reflecting on the importance and implications of first-generation Latina academics receiving mentorship from senior Latina scholars.


Ofelia García: A Visionary Thinker, Christine Hélot 2019 University of Strasbourg, France

Ofelia García: A Visionary Thinker, Christine Hélot

Journal of Multilingual Education Research

As a tribute to Professor Ofelia García’s visionary thinking on bilingual education, this article relates the reflexive journey of a French academic whose research was profoundly influenced by her scholarly work. The notion of power is the running thread through which four main themes in Ofelia García’s approach to research are discussed in relation to their relevance in the French educational context: The power of imagination, the power of naming, the power of multilingual critical language awareness for teacher education, and the power of translanguaging. In this article, I argue in favor of thinking beyond one’s epistemological ...


Ofelia García: A Life Dedicated To Giving Voice, Zoila Morell, Patricia Velasco 2019 Lehman College, CUNY

Ofelia García: A Life Dedicated To Giving Voice, Zoila Morell, Patricia Velasco

Journal of Multilingual Education Research

No abstract provided.


Digital Commons powered by bepress