東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Multicultural Texts in the 3rd Grade Dual Language Classroom: How Multicultural Texts Foster Biliteracy and Identity Creation of Bilingual Latina/o Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Multicultural Texts in the 3rd Grade Dual Language Classroom: How Multicultural Texts Foster Biliteracy and Identity Creation of Bilingual Latina/o Students./
Author:	Rodriguez, Hilda B.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	197 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27997360
ISBN:	9798672129952

Multicultural Texts in the 3rd Grade Dual Language Classroom: How Multicultural Texts Foster Biliteracy and Identity Creation of Bilingual Latina/o Students.
Rodriguez, Hilda B.

Multicultural Texts in the 3rd Grade Dual Language Classroom: How Multicultural Texts Foster Biliteracy and Identity Creation of Bilingual Latina/o Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 197 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--The University of Texas at San Antonio, 2020.

This item must not be sold to any third party vendors.

The study observed how multicultural texts foster biliteracy and identity creation in a third grade dual language classroom in a school in South Texas by using various multicultural texts discussing issues of civil rights, immigration, and deportation. Through the use of a qualitative lens, the research observed students in a third grade dual language classroom and their connections to the issues brought from the multicultural texts. The students participated in read alouds, writing connections and book creations where their conversations and connections to the books were recorded using video and audio recordings to find emerging themes from their discussions. The findings revealed students fostered their biliteracy by the various ways they made language choices in the classroom and how they used various translanguaging practices to make sense of their learning. The findings also revealed how students created and maintained multiple identities, especially transnational identities, where students understood specific lexical border terminology.

ISBN: 9798672129952Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual Classroom

Multicultural Texts in the 3rd Grade Dual Language Classroom: How Multicultural Texts Foster Biliteracy and Identity Creation of Bilingual Latina/o Students.
LDR:02279nmm a2200361 4500 001 2347260
005 20220722112700.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798672129952
035 $a (MiAaPQ)AAI27997360
035 $a AAI27997360
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rodriguez, Hilda B. $0 (orcid)0000-0001-8784-9127 $3 3686481
245 1 0 $a Multicultural Texts in the 3rd Grade Dual Language Classroom: How Multicultural Texts Foster Biliteracy and Identity Creation of Bilingual Latina/o Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 197 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Ek, Lucila.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The study observed how multicultural texts foster biliteracy and identity creation in a third grade dual language classroom in a school in South Texas by using various multicultural texts discussing issues of civil rights, immigration, and deportation. Through the use of a qualitative lens, the research observed students in a third grade dual language classroom and their connections to the issues brought from the multicultural texts. The students participated in read alouds, writing connections and book creations where their conversations and connections to the books were recorded using video and audio recordings to find emerging themes from their discussions. The findings revealed students fostered their biliteracy by the various ways they made language choices in the classroom and how they used various translanguaging practices to make sense of their learning. The findings also revealed how students created and maintained multiple identities, especially transnational identities, where students understood specific lexical border terminology.
590 $a School code: 1283.
650 4 $a Bilingual education. $3 2122778
650 4 $a Reading instruction. $3 2122756
650 4 $a Multicultural education. $3 526718
653 $a Bilingual Classroom
653 $a Biliteracy
653 $a Dual Language
653 $a Multicultural Texts
690 $a 0282
690 $a 0455
690 $a 0535
710 2 $a The University of Texas at San Antonio. $b Bicultural-Bilingual Studies. $3 1043821
773 0 $t Dissertations Abstracts International $g 82-04A.
790 $a 1283
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27997360