東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

"Aye maestro, ¿que se yo de e...

Romero, Thomas.

FindBook

Google Book

Amazon

博客來

"Aye maestro, ¿que se yo de espanol?": A Mixed-Methods Study on the Use of Translanguaging in L1 and L2 with Third Grade Bilingual and Emergent Bilingual Latino Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Aye maestro, ¿que se yo de espanol?": A Mixed-Methods Study on the Use of Translanguaging in L1 and L2 with Third Grade Bilingual and Emergent Bilingual Latino Students./
作者:	Romero, Thomas.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	72 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10686605
ISBN:	9780355597042

"Aye maestro, ¿que se yo de espanol?": A Mixed-Methods Study on the Use of Translanguaging in L1 and L2 with Third Grade Bilingual and Emergent Bilingual Latino Students.
Romero, Thomas.

"Aye maestro, ¿que se yo de espanol?": A Mixed-Methods Study on the Use of Translanguaging in L1 and L2 with Third Grade Bilingual and Emergent Bilingual Latino Students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 72 p.

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--University of Washington, 2017.

In the age of high stakes accountability, districts are being asked to provide and demonstrate academic achievement for all students including English Learners(ELs), who maybe also be identified as Emergent Bilinguals (EBs), or Culturally and Linguistically Diverse (CLD). This becomes increasingly challenging especially for small rural districts where resources and expertise may be limited. This study explores how employing a translanguaging model, with third grade Latino students identified as bilingual or emergent bilingual, assisted students with the metacognitive and metalinguistic processes to construct meaning in their reading. This study investigates how an adaptation of the TRANSLATE Literacy Approach was used as part of a RTI model helped students use and explore their L1 knowledge repertoire to make sense of L2 text. A mixed-method design was use to collect quantitative as well as quantitative data. A pre and post T-test investigated the statistical significance of using this approach. Quantitative data were also collected using ethnographic strategies of informal and structured interviews, observations, and reflective memos to develop thick descriptions of the student discourse and behaviors that were occurring in context. Qualitative data analyses show readers disposition to using both Spanish and English influenced reading behavior as well as cultural identity. This study calls for further investigation where other teachers and other instructional staff beyond the main researcher can replicate the use and outcomes of this translanguaging strategy.

ISBN: 9780355597042Subjects--Topical Terms:

2122778
Bilingual education.

"Aye maestro, ¿que se yo de espanol?": A Mixed-Methods Study on the Use of Translanguaging in L1 and L2 with Third Grade Bilingual and Emergent Bilingual Latino Students.
LDR:02685nmm a2200325 4500 001 2166166
005 20181203094032.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355597042
035 $a (MiAaPQ)AAI10686605
035 $a (MiAaPQ)washington:18090
035 $a AAI10686605
040 $a MiAaPQ $c MiAaPQ
100 1 $a Romero, Thomas. $3 3354270
245 1 0 $a "Aye maestro, ¿que se yo de espanol?": A Mixed-Methods Study on the Use of Translanguaging in L1 and L2 with Third Grade Bilingual and Emergent Bilingual Latino Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 72 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Thomas J. Halverson.
502 $a Thesis (Ed.D.)--University of Washington, 2017.
520 $a In the age of high stakes accountability, districts are being asked to provide and demonstrate academic achievement for all students including English Learners(ELs), who maybe also be identified as Emergent Bilinguals (EBs), or Culturally and Linguistically Diverse (CLD). This becomes increasingly challenging especially for small rural districts where resources and expertise may be limited. This study explores how employing a translanguaging model, with third grade Latino students identified as bilingual or emergent bilingual, assisted students with the metacognitive and metalinguistic processes to construct meaning in their reading. This study investigates how an adaptation of the TRANSLATE Literacy Approach was used as part of a RTI model helped students use and explore their L1 knowledge repertoire to make sense of L2 text. A mixed-method design was use to collect quantitative as well as quantitative data. A pre and post T-test investigated the statistical significance of using this approach. Quantitative data were also collected using ethnographic strategies of informal and structured interviews, observations, and reflective memos to develop thick descriptions of the student discourse and behaviors that were occurring in context. Qualitative data analyses show readers disposition to using both Spanish and English influenced reading behavior as well as cultural identity. This study calls for further investigation where other teachers and other instructional staff beyond the main researcher can replicate the use and outcomes of this translanguaging strategy.
590 $a School code: 0250.
650 4 $a Bilingual education. $3 2122778
650 4 $a Educational leadership. $3 529436
650 4 $a Elementary education. $3 641385
650 4 $a Hispanic American studies. $3 2122745
690 $a 0282
690 $a 0449
690 $a 0524
690 $a 0737
710 2 $a University of Washington. $b Education. $3 2093503
773 0 $t Dissertation Abstracts International $g 79-05A(E).
790 $a 0250
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10686605