Using ESL Students' First Language to Promote College Success
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Using ESL Students' First Language to Promote College Success
Sneaking the Mother Tongue through the Backdoor
Parmegiani, Andrea
Taylor & Francis Ltd
01/2019
136
Dura
Inglês
9781138296770
15 a 20 dias
362
Descrição não disponível.
Introduction
Chapter I: Linguistic Diversity and the Achievement Gap in the U.S.
Chapter II: Language Inequality. Theoretical Perspectives and Implications for Academic Literacy
Chapter III: Using Spanish as a Resource at Bronx Community College
Chapter IV: Impact on Learning Outcomes
Chapter V: Conclusion
Chapter I: Linguistic Diversity and the Achievement Gap in the U.S.
Chapter II: Language Inequality. Theoretical Perspectives and Implications for Academic Literacy
Chapter III: Using Spanish as a Resource at Bronx Community College
Chapter IV: Impact on Learning Outcomes
Chapter V: Conclusion
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
GPA;College Success Courses;Andrea Parmegiani;Dual Medium School;ESL students;Community Cultural Wealth;Latino students;Dual Language Immersion Programs;Spanish-speaking students;ESL Student;mother tongue;Stringent Admission Criteria;bilingual education;York City High School Graduate;linguistic diversity;Average GPA;Spanish academic literacy;Modern Languages;minority languages;Spanish Heritage Speakers;translingual;CUNY Community College;academic success;Authentic Caring;college access;ESL Class;glocal;Spanish Class;English literacy;Dominant Codes;ethnography;Academic Literacy Development;achievement gap;Bronx Community College;English-only movement;Grade Point Averages;translanguaging strategies;Ged Holder;English as a Second Language students';Translanguaging Theory;English academic literacy development;Discursive Practices;culturally responsive pedagogy;Additional Language Learner;Hispanic Serving Institution;Dominican Students
Introduction
Chapter I: Linguistic Diversity and the Achievement Gap in the U.S.
Chapter II: Language Inequality. Theoretical Perspectives and Implications for Academic Literacy
Chapter III: Using Spanish as a Resource at Bronx Community College
Chapter IV: Impact on Learning Outcomes
Chapter V: Conclusion
Chapter I: Linguistic Diversity and the Achievement Gap in the U.S.
Chapter II: Language Inequality. Theoretical Perspectives and Implications for Academic Literacy
Chapter III: Using Spanish as a Resource at Bronx Community College
Chapter IV: Impact on Learning Outcomes
Chapter V: Conclusion
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
GPA;College Success Courses;Andrea Parmegiani;Dual Medium School;ESL students;Community Cultural Wealth;Latino students;Dual Language Immersion Programs;Spanish-speaking students;ESL Student;mother tongue;Stringent Admission Criteria;bilingual education;York City High School Graduate;linguistic diversity;Average GPA;Spanish academic literacy;Modern Languages;minority languages;Spanish Heritage Speakers;translingual;CUNY Community College;academic success;Authentic Caring;college access;ESL Class;glocal;Spanish Class;English literacy;Dominant Codes;ethnography;Academic Literacy Development;achievement gap;Bronx Community College;English-only movement;Grade Point Averages;translanguaging strategies;Ged Holder;English as a Second Language students';Translanguaging Theory;English academic literacy development;Discursive Practices;culturally responsive pedagogy;Additional Language Learner;Hispanic Serving Institution;Dominican Students
