Global ETD Search

31	Responses of Korean Transnational Children to Picture Books Representing Diverse Population of Korean People and Their Culture Son, Eun Hye 26 June 2009 (has links) No description available. Elementary Education Language Arts Literature Multicultural Literature for Children Reader Response Theory Children of Korean Heritage
32	Exploring Storybook Illustrations in Learning Word Meanings Rocha, Eleomarques Ferreira 04 August 2011 (has links) This study explores storybook illustrations in learning word meanings among English learners in a university intensive language program. The impact of children’s literature on the comprehension and vocabulary development of second language children is well-documented. However, the use of the literature with adults still needs to be researched. Therefore, a mixed-method study was designed (1) to investigate whether readers who read an authentic illustrated story differed from those who read the same story without illustrations; and (2) to learn more about the readers’ process of learning words from storybook illustrations. Results suggest that illustrations play an important role in both comprehending the text and learning individual words, however issues related to the accessibility of the text and readers’ ability to use context should also be taken into consideration. The findings support prior research that the benefits of learning from context take time to become robust. The study suggests that illustrated storybooks provide a rich context for adults to infer word meanings and recommends children’s literature as an alternative source of reading in programs serving adult English learners. Curriculum and Instruction
33	Identity Issues in Asian-American Children's and Adolescent Literature (1999-2007) Liu, Yi-chen 12 1900 (has links) Published research suggests that literature should transmit ethnic and societal values as well as reassure one's own confidence and self-respect. This study provides a model for examining Asian-American children's and adolescent literature critically from the perspective of identity issues. It examines fifteen award-winning Asian-American children's and adolescent titles written by writers of that culture and published in the United States from 1999 to 2007, with a focus on Chinese (Taiwanese) American, Korean American, and Japanese American books. As published studies indicate, self, social, and ethnic identities are significantly intertwined. Hence, a content analysis was conducted based on these three major groups of categories. The findings of the study demonstrate that even though the selected books cover all three aspects of the identity issues to a certain degree, a considerably greater number of depictions of ethnic identities are made over those of internal identities and social identities. Moreover, less than half of the main characters assume an active role in improving the difficult situation. Two major voids regarding the presentation of social identities are successful social integration and positive social interactions. Recommendations for teaching, writing, illustrating, publishing, and future research are suggested, including publishing more Asian-American books which present an optimistic outlook on life, active conflict-resolving behaviors, and a balance of gender among individuals with whom the main character interacts. Multicultural literature identity issues content analysis Asian Americans in literature. Asian Americans -- Ethnic identity.
34	“A line of humans like ants crossing the desert”: Empathy and the Ethics of Representation in Picturebooks about Displacement and Refugee Experiences Sivashankar, Nithya January 2020 (has links) No description available. Asian Literature Early Childhood Education Education Ethics Literature Multicultural Education Rhetoric Teaching Picture books literature for children rhetorical narrative theory narrative ethics narrative empathy refugees diverse literature forced displacement youth literature immigration rhetoric narratology education multicultural literature
35	Caught Between Regulations and Meaning: Fifth Grade Students and Their Teachers Respond to Multicultural Children's Literature Montgomery, Connie M. 09 September 2009 (has links) No description available. Curricula Education Elementary Education Language Arts Literacy Literature Multicultural Education Reading Instruction Teaching Reading Multicultural literature Latino picture books peer group discussions read alouds whole class literature discussions Latino second language learners cultural gap core curriculum

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