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Being and Becoming (Readers and Writers of English): Re-Contextualizing Standards and Assessment in "Mainstream" Multilingual English Language Arts Classrooms

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Abstract:

This presentation will attempt to link findings from a research study focusing on the experiences of bilingual/bicultural Hispanic preservice teachers in a Midwestern teacher education program with sociocultural theories of teaching and learning and the practical (yet always political) role of standards and assessment practices in "mainstream" English language arts classrooms.

Most Common Document Word Stems:

teacher (26), languag (21), literaci (18), student (15), standard (14), cultur (13), assess (12), teach (12), classroom (12), practic (11), linguist (10), english (10), educ (10), art (9), studi (8), success (8), experi (8), divers (7), futur (7), learn (7), new (7),
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Name: American Association of Colleges for Teacher Education
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MLA Citation:

Rodriguez, Terri. "Being and Becoming (Readers and Writers of English): Re-Contextualizing Standards and Assessment in "Mainstream" Multilingual English Language Arts Classrooms" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, <Not Available>. 2013-12-17 <http://citation.allacademic.com/meta/p35902_index.html>

APA Citation:

Rodriguez, T. "Being and Becoming (Readers and Writers of English): Re-Contextualizing Standards and Assessment in "Mainstream" Multilingual English Language Arts Classrooms" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education Online <PDF>. 2013-12-17 from http://citation.allacademic.com/meta/p35902_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This presentation will attempt to link findings from a research study focusing on the experiences of bilingual/bicultural Hispanic preservice teachers in a Midwestern teacher education program with sociocultural theories of teaching and learning and the practical (yet always political) role of standards and assessment practices in "mainstream" English language arts classrooms.

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A Cross-Cultural Literacy Practicum Experience in a Literacy Teacher Education Course: Two Case Studies of Teacher Learning

Constructing Exemplary Practice in the Teaching of Writing and the Common Core English Language Arts Standards: Implications for Novice Special Education Teachers

How Did They Learning Teaching? A Phenomenological Case Study on Japanese English Teachers' Experiences of Learning and Teaching English


 
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