Progressive education has the socially transformative potential to mitigate the racialized violence of neoliberal education reform, but is dominated by white norms and has failed for more than a century to articulate a coherent or purposeful political agenda explicitly committed to racial equity and justice. Informed by Critical Race Theory, Critical Pedagogy, and Critical Biculturalism, this qualitative study engaged Black progressive educators and activists in an effort not only to understand the contours and impacts of white hegemonic norms in progressive education spaces, but also to produce a framework of principles, policies, and/or practices that could disrupt them. Using Critical Narrative Inquiry as a research method, four Black progressive educators and activists participated in semi-structured interviews in two parts: first, to elicit stories that speak to emotions, environments, and past experiences of whiteness in progressive education spaces, and second, to invite participants to identify principles, policies, or practices that could move progressive education from a “white space” (Anderson, 2015) to “cultural democracy” (Darder, 2012). Analysis of participants’ stories yielded five predominant themes unveiling the complex dynamics of whiteness in progressive education spaces. Findings supplement the limited field of research on the racialized dynamics of progressive education by offering recommendations to Black and white progressive educators and activists, progressive school and organizational leaders, and progressive advocacy organizations and universities to disrupt the hegemony of white norms and advance racial equity and justice in progressive education.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This observational study investigates the writing processes of young, developing bilinguals from majority- and minority-language backgrounds. The research was situated in two grade 1 classrooms in a Two-Way Bilingual Education (TWBE) program in the Northeastern United States. A TWBE program is an educational model that integrates native English-speakers and speakers of a minority language for all or most of the day and promotes high academic achievement, dual-language and literacy development (i.e., bilingualism and biliteracy), and cross-cultural understanding for all students. The following research questions guided the study: How do first-grade English-dominant and Spanish-dominant students develop as writers in a TWBE program that employs a process writing approach? (a) What are the trends and patterns of bilingual writing processes and skills? (b) Do trends and patterns differ depending on classroom context (English/Spanish Writing Workshop)? Researchers observed and audiotaped 8 focal children as they composed stories in Spanish and English Writing Workshops (WW), collected artifacts from all stages of the writing process, and conducted interviews with focal children at the end of WW sessions. Triangulation of multiple data sources provided a comprehensive view of emergent bilingual writing behaviors, verified themes and patterns, and cross-validated regularities in the data. Cross-case analyses of students' individual profiles of bilingual writing processes revealed similarities and differences in their cross-linguistic skills, as well as patterns of transfer of writing processes and skills. Patterns of bilingual writing related to codeswitching and literacy transfer (both positive and negative) for Spanish-dominant and English-dominant young writers led to the development of a preliminary model of bilingual writing development for English-dominant and Spanish-dominant students. This model presents phenomena unique to bilingual writers, relates these to bilingualism and biliteracy, and proposes anticipated expression of the phenomena for students from linguistic minority and linguistic majority backgrounds. The findings suggest that access to two languages and support for bilingualism affect both the processes of writing and the products children create, leading to the development of biliteracy and metalinguistic awareness of two languages for Spanish-dominant and English-dominant students. / 2999-01-01

El enfoque de esta tesis es un proyecto de servicio-aprendizaje en una clase bilingüe de kinder en el área metropolitana de Los Ángeles. Los estudiantes recibieron un temario de educación ambiental por dos horas a la semana durante la primavera de 2008. Un estudio de la educación ambiental y la educación bilingüe da un contexto social y historico a este trabajo práctico. Describe las lecciones y su significado dentro del contexto. Hay recommendaciones a seguir para proyectos similares en el sitio de estudio.

No description available.

No description available.

Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.

The topic of this work is bilingualism in children coming from bilingual families, and children visiting bilingual or foreign language preschools. The theoretical part puts emphasis mainly on the specifics of children's bilingualism and bilingualism in general as well as characteristics of bilingual families and language focused preschool institutions. Furthermore, describes the general language development in children and compares it with the language development at simultaneous bilingual children, ie raised bilingual in the family since birth. The practical part has a mapping study of bilingualism in children with preschool ages. The research method is an online questionnaire presented to parents. The research sample includes 45 children. The data are compared between child-brought up in a bilingual family and children attending bilingual preschools. At the same time indicates a general tendency for bilingual education. An interesting finding is that the parents of children who want to raise their children in this kind of bilingual education do not prepare in any way and that the weaker language of the child, which is learning in pre-school, is reflected in his egocentric speech. Powered by TCPDF (www.tcpdf.org)

Thesis (M.A.)--University of Hong Kong, 1991.

Thesis (M.A.)--University of Hong Kong, 1991. / Also available in print.

В работе исследуется определение и классификации двуязычных изданий. Дан краткий экскурс в историю возникновения двуязычных книг и приведены наиболее известные примеры многоязычных изданий. Проведен анализ 7 концептуальных особенностей двуязычных изданий, выпущенных в период с 1982 по 2019 гг. Рассмотрены их читательский адрес, структурно-содержательные и визуально-полиграфические особенности. На основе анализа составлены рекомендации для издателей, которые могут использоваться при редакторской подготовке двуязычных книг. / This paper considers the definitions and classifications of bilingual editions. A brief overview of the history of multilingual books is presented, and the most exceptional examples are reviewed. Seven concepts of different bilingual books published from 1982 till 2019 are analyzed. Based on this analysis a list of suggestions for publishing bilingual books is made.