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The Mind's Eye : = A Culturally Relevant Pedagogy in College English with Multilingual Populations.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Mind's Eye :/
其他題名:	A Culturally Relevant Pedagogy in College English with Multilingual Populations.
作者:	Thompson, Tara Aline.
面頁冊數:	1 online resource (266 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Community college education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438001725

The Mind's Eye : = A Culturally Relevant Pedagogy in College English with Multilingual Populations.
Thompson, Tara Aline.

The Mind's Eye :A Culturally Relevant Pedagogy in College English with Multilingual Populations. - 1 online resource (266 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2018.

Includes bibliographical references

This dissertation study explores the relationship between Ladson-Billings' (1992, 1994, 2006) early scholarship and work with Culturally Relevant Pedagogy (CRP) frameworks and the literacy practices of the multilingual students in my community college classroom. This qualitative, interpretive case study draws upon CRP and sociocultural frameworks to specifically investigate the visual, media, and technological literacy (multimodal) practices in a community college developmental English class for multilingual students. When visual, media, and technological literacy practices are purposefully included in a CRP framework and curriculum, it helps to reposition both teachers' and students' conceptual understanding of language acquisition.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438001725Subjects--Topical Terms:

1179956
Community college education.
Index Terms--Genre/Form:

554714
Electronic books.

The Mind's Eye : = A Culturally Relevant Pedagogy in College English with Multilingual Populations.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Ernest Morrell.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2018.
504 $a Includes bibliographical references
520 $a This dissertation study explores the relationship between Ladson-Billings' (1992, 1994, 2006) early scholarship and work with Culturally Relevant Pedagogy (CRP) frameworks and the literacy practices of the multilingual students in my community college classroom. This qualitative, interpretive case study draws upon CRP and sociocultural frameworks to specifically investigate the visual, media, and technological literacy (multimodal) practices in a community college developmental English class for multilingual students. When visual, media, and technological literacy practices are purposefully included in a CRP framework and curriculum, it helps to reposition both teachers' and students' conceptual understanding of language acquisition.
520 $a Two important aims of this study are to fill an existing gap of literature around the CRP theoretical framework and strengthen it with the specific inclusion of college-level, multilingual student's use of visual and technological literacy practices for the acquisition of English literacy. This in turn helps to legitimize the inclusion of visual and technological literacies into curriculums designed especially for multilingual students which are also adaptable for any class.
520 $a In this study, my classroom serves as the primary unit of analysis (Merriam, 2009). I present the multimodal practices of four student participants as "cases" or portraits to illustrate the study's findings. I am interpreting/defining the multimodal productions my students create as their observable literacy events (Barton & Hamilton, 2000; Heath, 1992) and their literacy practice is the ongoing act of creating and engaging with visual, media, and other related technological literacy practices. The act of students creating multimodal productions, "visual interpretation," is the specific visual literacy practice this study investigates triangulated with students' interactions on a group Facebook page and digital story compositions.
520 $a Using a reflexive model (Luttrell, 2010b) of research and additional grounded theory methods (Charmaz, 2008, 2010; Corbin & Strauss, 2008) to analyze data, findings for this study reveal that a curriculum utilizing multimodal literacy practices promote Ladson-Billings' (1992, 2006) three tenets of CRP: academic excellence, cultural competence, and sociopolitical consciousness in the following ways: First, the curriculum acknowledges students' multiple literacies and cultural backgrounds. Second, the curriculum enables students to become personally invested and more engaged in their academic participation, productions and achievement. Third, the curriculum raises students' competencies in reading/writing comprehension, deconstruction, and production of subsequent multimodal texts as it privileges students' own literacy practices. Therefore, visual literacy practices should be a mechanism for achieving and representing these tenets of a Culturally Relevant Pedagogy inside college classrooms with curriculums designed for multilingual students.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Community college education. $3 1179956
650 4 $a English as a second language. $3 1148422
650 4 $a Multicultural Education. $3 1179578
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Teachers College, Columbia University. $b Arts and Humanities. $3 1181778
773 0 $t Dissertation Abstracts International $g 79-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10823949 $z click for full text (PQDT)