Teacher Education
Permanent URI for this collectionhttps://hdl.handle.net/11274/8862
Browse
Browsing Teacher Education by Author "Anderson, Nancy"
Now showing 1 - 4 of 4
- Results Per Page
- Sort Options
Item Autonomous fearless use of language: Understanding non-fiction English text with fifth-grade bilinguals through culturally sustaining pedagogy(December 2023) Ramos-Rivera, Margarita 1973-; Torres, Annette; Anderson, Nancy; Stewart, Mary AAt schools in the Unites States, English-centric hegemonic policies often hinder emergent bilingual students from fully applying their linguistic skills to read non-fiction texts. This phenomenon necessitates investigation into how Culturally Sustaining Pedagogy (CSP) can be utilized to support fifth-grade bilingual students’ understanding of non-fiction texts in English. This qualitative descriptive study documents the process of five participants utilizing their entire linguistic repertoire, engaging in translanguaging practices while experiencing CSP instruction to enhance comprehension of non-fiction texts. The research questions guiding this study are: How do emergent fifth-grade bilingual students use language when reading and writing about non-fiction texts in English? How does culturally sustaining instruction relate to the students' use of language while reading and writing about non-fiction texts in English? Five important themes were identified, representing features appearing to support emergent bilingual (EB) students’ understanding of non-fiction texts. These features included translanguaging inquiries during reading discussions, adeptly integrated linguistic translanguaging in written practices, validation of autonomous flexible translanguaging, demonstration of self-identity and belonging, and the promotion of school community and diversity.Item Engaging in youth participatory action research to change our world: Middle school emergent bilingual students(December 2023) Solano, Griselda Ivette 1988-; Burke, Amy; Anderson, Nancy; Hansen-Thomas, HollyAs the population of the United States continues to change, so do the students in the classrooms and their needs. As a result, dual language bilingual education programs have become very popular and widely implemented in elementary schools. The goals of dual language bilingual education programs are to serve Latinx students. Yet, their growth in popularity has created some inequities in program implementation for Latinx students. Additionally, implementing the standards and literacy curriculum often focuses on a single story that fails to include minoritized students' diverse voices and stories (Adichie, 2009). Literacy goes beyond reading and writing and can serve as a tool that acknowledges and embraces all voices while eliminating inequities. Additionally, critical literacy and Culturally Sustaining Pedagogies aim to validate students' lived experiences while providing a space to interrogate and reimagine the world they live in and to enact change through action. This study explored how sixth-grade emergent bilingual students enrolled in a dual-language program engaged in a youth participatory action research project in an afterschool setting. Students engaged in the youth participatory action research project through critical literacy practices and culturally sustaining pedagogies. Three themes were identified representing the space created by the youth: space to explore identity, space to interrogate and reimagine, and space cultivated agency.Item Experiencing Readers Theater in a first-grade bilingual classroom(December 2023) Walker, Marlene Jeannette; Torres, Annette; Anderson, Nancy; Kaye, ElizabethThis qualitative case study explored the use of Readers Theater through the experiences of emergent bilingual students in a first-grade bilingual classroom. Readers Theater is a strategy that has produced great results in helping the development of literacy in reading fluency, motivation, and comprehension. The research regarding the use of Readers Theater with students in the lower elementary grades enrolled in bilingual education classrooms is very limited. Emergent bilinguals could benefit from using teaching strategies that integrate the practice of all language domains, listening, speaking, reading, and writing, to allow them access to academic content. I collected qualitative data from observations, conferences, and student artifacts from emergent bilingual students who were in my one-way dual language classroom in a North Texas school district. The analysis of the data pointed to the following findings: the students perceived Readers Theater as an engaging and enjoyable experience, engaged in metacognitive activities such as, self-evaluations, helping and evaluating their peers, and being aware of the processes involved, and engaged in complex literacy processes, where they demonstrated understanding of character feelings, retelling and summarizing the story, and using new vocabulary.Item The instructional decisions and considerations teachers utilized with the integration of multimodal texts during a global pandemic(December 2023) Hilton, Aimee 1975-; Anderson, Nancy; Kaye, Elizabeth; Burke, AmyThe COVID-19 global pandemic challenged the educational system in unprecedented ways. Teachers were tasked to shift modes of instruction and incorporate new multimodal curriculum with very little preparation time. Obstacles of incorporating technology into teaching were amplified by the lack of teacher preparation. Prior to the pandemic, research and theory clearly illustrated how multimodal texts support students as they employ the affordances to make meaning (Jewitt, 2008; Kress & van Leeuwen, 2001). Although many teachers were not adequately prepared, the pandemic provided a unique opportunity or case where teachers were required to use multimodal texts and multimodal digital texts despite the existing hurdles. The purpose of this qualitative study was to describe the planning and teaching considerations teachers utilized as they integrated multimodal texts into their instruction during the pandemic. Three individual case studies of teachers resulted in a cross-case analysis. Through surveys, interviews, and observations, the data provided a narrative perspective of their instructional decisions, use of multimodal texts, and their affordances in classroom instruction. Four themes emerged such as professional development, multimodal knowledge, multimodal texts, and instructional considerations. When teachers receive the explicit professional development over the best practices of multimodal texts and their affordances, then their multimodal knowledge grows which will then change how the teachers make their instructional decisions and shift their instructional approaches.