Micro-level teaching strategies for linguistically diverse learners

Revisitando estudos similares ao Projeto Escola “Sem” Partido: Um portfólio a partir da Metodologia Methodi Ordinatio

“…Assim, observa-se que autores como; "Van Der Toorn" (2011), "Rassool" (1998), "Brown" (2006) A Tabela 1 destaca os trabalhos resultantes da aplicação das fases 1-7 da referida metodologia, que considerou para esta publicação elencar 35 deles. Entre os 10 primeiros trabalhos há uma preponderância da relevância das discussões que permeiam a ideologia do Projeto Escola "Sem" Partido.…”

“We teach in English here”: Conflict between language ideology and test accountability in an English-only newcomer school

“…In the United States, the language of instruction has been a hotly contested issue in education policy circles for both students whose first language is something other than English (Leung & Uchikoshi, 2012;Schmidt, 2007;Shannon, 1999) and students whose first language is a non-dominant variant of English (Brown, 2006;Collins, 1999;Siegel, 2006). California's Proposition 227-passed in the late 1990s, outlawing bilingual education and mandating English-only policies-has particularly shaped the last few decades of U.S. language policy and inspired similar moves by many other states (Stritikus, 2002).…”

Pedagogical Content Knowledge for Teaching Critical Language Awareness: The Importance of Valuing Student Knowledge

“…In high school ELA classrooms, where language is a core component of the content, teaching and talk that stigmatizes certain language varieties while privileging others also stigmatizes or privileges speakers of those language varieties (Lippi-Green, 2012). Approaches to teaching about language that affirm the validity of diverse English dialects help remove stigma associated with speakers of those dialects as well as increase a sense of belonging in school (A. F. Ball & Ellis, 2008;Brown, 2006). One goal of these approaches that include the interrogation of historical relationships of power and privilege is to increase critical language awareness (Alim, 2005).…”