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Artykuły w czasopismach na temat "Biliteracy"
Hopewell, Susan, i Kathy Escamilla. "Biliteracy development in immersion contexts". Language Immersion Education 2, nr 2 (12.09.2014): 181–95. http://dx.doi.org/10.1075/jicb.2.2.02hop.
Pełny tekst źródłaRauch, Dominique P., Johannes Naumann i Nina Jude. "Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals". International Journal of Bilingualism 16, nr 4 (20.12.2011): 402–18. http://dx.doi.org/10.1177/1367006911425819.
Pełny tekst źródłaHuang, Gary Gang. "Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders". Applied Psycholinguistics 16, nr 3 (lipiec 1995): 271–91. http://dx.doi.org/10.1017/s014271640000730x.
Pełny tekst źródłaDurán, Leah. "Understanding young children’s everyday biliteracy: “Spontaneous” and “scientific” influences on learning". Journal of Early Childhood Literacy 18, nr 1 (29.11.2017): 71–96. http://dx.doi.org/10.1177/1468798417740617.
Pełny tekst źródłaJafar, Muhammad Basri. "MAINSTREAM TEACHERS’ ATTITUDE AND APPROACHES TO SUPPORT CHILDREN’S BILITERACY DEVELOPMENT IN AUSTRALIAN CLASSROOM CONTEXT". TEFLIN Journal - A publication on the teaching and learning of English 21, nr 2 (29.08.2015): 153. http://dx.doi.org/10.15639/teflinjournal.v21i2/153-171.
Pełny tekst źródłaHornberger, Nancy H. "Continua of Biliteracy". Review of Educational Research 59, nr 3 (wrzesień 1989): 271–96. http://dx.doi.org/10.3102/00346543059003271.
Pełny tekst źródłaNg, Elaine. "Formulation processes of monolingual, bilingual, and biliterate writers: Effects of biliteracy". Australian Journal of Applied Linguistics 3, nr 3 (23.12.2020): 213–32. http://dx.doi.org/10.29140/ajal.v3n3.353.
Pełny tekst źródłaHaneda, Mari, i Gumiko Monobe. "Bilingual and biliteracy practices". Journal of Asian Pacific Communication 19, nr 1 (6.03.2009): 7–29. http://dx.doi.org/10.1075/japc.19.1.02han.
Pełny tekst źródłaGentil, Guillaume. "Commitments to Academic Biliteracy". Written Communication 22, nr 4 (październik 2005): 421–71. http://dx.doi.org/10.1177/0741088305280350.
Pełny tekst źródłaKabuto, Bobbie. "Family Narratives of Biliteracy". Literacy 52, nr 3 (9.10.2017): 137–44. http://dx.doi.org/10.1111/lit.12132.
Pełny tekst źródłaRozprawy doktorskie na temat "Biliteracy"
Shibani, Fathia El. "Biliteracy and academic success: The experiences of selected Libyan students". University of the Western Cape, 2019. http://hdl.handle.net/11394/6953.
Pełny tekst źródłaThis study is an investigation into the biliteracy skills (in Arabic and English) employed by Libyan students at the University of the Western Cape to gain their academic success. Nowadays, international students form a significant number in every academic institution. The study attempts to show that there are literacy factors beyond basic editing of written tasks by biliterate students studying outside their country of origin that need to be acknowledged as contributing to their success in completing such tasks. Qualitative research methods - a questionnaire and interviews – were used in order to understand what strategies the participants rely on to first understand, then write their assignments, how they apply their biliteracy skills, and what biliterate resources they draw on in their writing in order to produce a successful assignment. Hornberger’s (1989) Biliteracy Model was adopted as a framework to map students’ responses. This study may serve as a response to the question posed by Hornberger and Link (2012:243): “How should educators engage with students’ linguistic and literacy diversity in order to facilitate successful school experiences and greater academic achievement for students from often minoritized backgrounds?” This study might also be one of a series of research studies exploring, as Creese and Blackledge (2010:113) recommend, “what ‘teachable’ pedagogic resources are available in flexible, concurrent approaches to learning and teaching languages bilingually”. The findings of the research show that the Libyan students in this study used particular strategies whenever they faced academic barriers, and to compensate for their limited competence in English and the academic discourse in the foreign context of UWC. The most significant of these strategies were the use of the first language as a bridge to the second, oral discussions preceding written assignments, drawing on prior knowledge, and moving from reading to writing. Moreover, the findings revealed some of the factors behind the students’ growing confidence in their writing and consequently, succeeding in writing their assignments. These were lecturers’ feedback, oral discussions with a writing coach or friends, and drawing on contextualized content.
Fierro, Ana V. "Multimodal Biliteracy in the Arizona-Sonora Borderland". Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811178.
Pełny tekst źródłaThis qualitative study explored multimodal biliteracy found in the Arizona-Sonora borderland, a region thriving with linguistic and cultural diversity despite having an English-only policy. According to Reyes (2012) biliteracy is to think, speak, read, and write in two or more languages, and there are various modes for reading and writing in the 21st century (Reyes, Acosta, Fierro, Fu, & Zapien, 2017). This dissertation focused on Spanish and English bilinguals. First, I present a literature review (Appendix A) informed by a sociocultural framework (Vygotsky, 1978) for understanding biliteracy as a social practice and valuing language as a resource (Ruiz, 1987). Funds of knowledge (González, Moll, Amanti, 2005; Moll, González, Amanti, & Neff, 1994) is an important component in framing this qualitative study and applying methods informing an inclusive pedagogy for bilinguals. Subsequently, I go over the photographs and multimodal composition presented in two case studies of Spanish and English bilinguals. The first case study (Appendix B) documents biliteracy in the household and local community of bilinguals through photography. It contributes to previous research by Reyes, DaSilva Iddings, and Feller (2016) and the two themes from their analysis: 1) Expanding definitions of language and literacy and 2) Deepening the understanding of funds of knowledge. The second case study (Appendix C) examines how bilinguals critically and creatively expressed their Spanish and English in a multimodal composition. Thinking critically about literacy meant reflecting on their everyday reading and writing practices as bilinguals, while being creative meant thinking about the various modes of reading and writing in two languages. This moves literacy beyond a monolingual and monomodal practice into one that cultivates diversity for equity in education for bilinguals. I seek an empowering pedagogy for bilinguals by valuing and making space for linguistic and cultural diversity in the classroom. Biliteracy is a valuable contribution to class and the learning process of students with more than one language. The primary purpose of this dissertation, like funds of knowledge, was to develop critical innovations in teaching (Moll, Amanti, Neff, & González, 1992) biliteracy for the 21st century. Findings from the photographs, multimodal compositions, written reflections, and retrospective interviews demonstrate how Spanish and English biliteracy is practiced in various modes (e.g. music, dancing, singing, traditional family recipes, and religious/spiritual altars) in the Arizona-Sonora borderland.
DeLeon, Tanya M. "The New Ecology of Biliteracy in California| An Exploratory Study of the Early Implementation of the State Seal of Biliteracy". Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639305.
Pełny tekst źródłaNearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development—Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger's (2003) continua of biliteracy was used as a theoretical framework to analyze this study's findings.
DeLeon, Tanya Margarita. "The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy". Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/197.
Pełny tekst źródłaHancock, Andrew John. "Chinese children's experiences of biliteracy learning in Scotland". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5873.
Pełny tekst źródłaJoo, Hyungmi. "Biliteracy development a multiple case study of Korean bilingual adolescents /". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117652969.
Pełny tekst źródłaWatanabe, Tetsuta 1962. "Biliteracy practices of Japanese-English bilingual children in Melbourne, Australia". Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5592.
Pełny tekst źródłaMalloy, Mary Ellen. "A view with a room : grounded middle school biliteracy theory /". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567768827.
Pełny tekst źródłaCevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists". PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.
Pełny tekst źródłaGentil, Guillaume. "Academic biliteracy and identity construction : case studies of Francophone science writers". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82880.
Pełny tekst źródłaKsiążki na temat "Biliteracy"
Hornberger, Nancy H., red. Continua of Biliteracy. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568.
Pełny tekst źródła1961-, Spener David, Center for Applied Linguistics i National Clearinghouse on Literacy Education., red. Adult biliteracy in the United States. [Washington, D.C.]: Center for Applied Linguistics, 1994.
Znajdź pełny tekst źródłaM, Rivera Klaudia, i Huerta-Macías Ana, red. Adult biliteracy: Sociocultural and programmatic responses. New York: Lawrence Erlbaum Associates, 2008.
Znajdź pełny tekst źródłaPessoa, Silvia. Undocumented Uruguayan immigrants: Biliteracy and educational experiences. El Paso: LFB Scholarly Pub., 2010.
Znajdź pełny tekst źródłaPessoa, Silvia. Undocumented Uruguayan immigrants: Biliteracy and educational experiences. El Paso: LFB Scholarly Pub., 2010.
Znajdź pełny tekst źródłaPessoa, Silvia. Undocumented Uruguayan immigrants: Biliteracy and educational experiences. El Paso: LFB Scholarly Pub., 2010.
Znajdź pełny tekst źródłaUndocumented Uruguayan immigrants: Biliteracy and educational experiences. El Paso: LFB Scholarly Pub., 2010.
Znajdź pełny tekst źródłaE, Torres-Guzmán Maria, red. Learning in two worlds: An integrated Spanish/English biliteracy approach. Wyd. 3. Boston: Allyn and Bacon, 2002.
Znajdź pełny tekst źródłaE, Torres-Guzmán Maria, red. Learning in two worlds: An integrated Spanish/English biliteracy approach. Wyd. 2. White Plains, N.Y: Longman Publishers USA, 1996.
Znajdź pełny tekst źródłaE, Torres-Guzmán Maria, red. Learning in two worlds: An integrated Spanish/English biliteracy approach. New York: Longman, 1992.
Znajdź pełny tekst źródłaCzęści książek na temat "Biliteracy"
Bauer, Eurydice B., i Soria E. Colomer. "Biliteracy". W Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_113-1.
Pełny tekst źródłaBauer, Eurydice B., i Soria E. Colomer. "Biliteracy". W Encyclopedia of Educational Philosophy and Theory, 80–85. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_113.
Pełny tekst źródłaVaish, Viniti. "Biliteracy and Globalization". W Literacies and Language Education, 133–44. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_10.
Pełny tekst źródłaVaish, Viniti. "Biliteracy and Globalization". W Literacies and Language Education, 1–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_10-1.
Pełny tekst źródłaHornberger, Nancy H. "Continua of biliteracy". W Studies in Written Language and Literacy, 237. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/swll.1.18hor.
Pełny tekst źródłaTedick, Diane J., i Roy Lyster. "Scaffolding biliteracy development". W Scaffolding Language Development in Immersion and Dual Language Classrooms, 236–58. New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-14.
Pełny tekst źródłaCummins, Jim. "Foreword". W Continua of Biliteracy, redaktor Nancy H. Hornberger, vii—xi. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568-001.
Pełny tekst źródłaHornberger, Nancy H. "Introduction". W Continua of Biliteracy, redaktor Nancy H. Hornberger, xii—xxiii. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568-002.
Pełny tekst źródłaHornberger, Nancy H. "Acknowledgments". W Continua of Biliteracy, redaktor Nancy H. Hornberger, xxiv. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568-003.
Pełny tekst źródłaBaker, Colin. "3. Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum". W Continua of Biliteracy, redaktor Nancy H. Hornberger, 71–90. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568-007.
Pełny tekst źródłaStreszczenia konferencji na temat "Biliteracy"
Montemayor, Aurelio. "Family Leadership and Biliteracy: Using Freire's Philosophy". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571427.
Pełny tekst źródłaVillegas, Joaquin, i Carlos R. Calderon-Diaz. "DUAL LANGUAGE AND TRANSLANGUAGING: PRACTICES PROMOTING STUDENT BILITERACY". W 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1770.
Pełny tekst źródłaBarton, Reka. "Toward Equitable Educational Opportunities: The Global Seal of Biliteracy". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894094.
Pełny tekst źródłaLucas, Melissa. "Parent-Teacher Communication About Bilingualism and Biliteracy During Home Visiting". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683592.
Pełny tekst źródłaDillon, Anna. "Cross-Cultural Co-Teaching for Emergent Arabic-English Biliteracy in Kindergarten". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439097.
Pełny tekst źródłaDegollado, Enrique. "Stories From a South Texas Escuelita: Genealogies of Biliteracy in Nepantla". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576692.
Pełny tekst źródłaNieto, David. "Understanding the Seal of Biliteracy: Challenges and Opportunities in the Implementation". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586897.
Pełny tekst źródłaVillegas, Joaquin. "DUAL LANGUAGE INSTRUCTION THROUGH TRANSLANGUAGING: SUPPORTING STUDENTS BILITERACY ACROSS GRADE LEVELS". W 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0138.
Pełny tekst źródłaPatarapichayatham, Chalie. "Spanish and English Biliteracy: A Linear Growth Model for Two Parallel Processes". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582036.
Pełny tekst źródłaVillegas, Joaquin, i Maria Josefina Vargas. "THE SEAL OF BILITERACY: BRINGING LANGUAGES ACROSS CULTURAL BOUNDARIES- AN ILLINOIS SHOWCASE". W 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0322.
Pełny tekst źródłaRaporty organizacyjne na temat "Biliteracy"
Cevallos, Tatiana. Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1789.
Pełny tekst źródłaDiaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6856.
Pełny tekst źródłaEstrada, Fernando, Magaly Lavadenz, Meghan Paynter i Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.
Pełny tekst źródłaLavadenz, Magaly, Jongyeon Ee, Elvira Armas i Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.
Pełny tekst źródłaHernández, Ana, Magaly Lavadenz i JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.
Pełny tekst źródłaLavadenz, Magaly, Elvira Armas i Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.
Pełny tekst źródłaDell'Olio, Franca, i Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.
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