Daisy E Fredricks
Datos Biográficos
| ID | 2425972 |
|---|---|
| NOMBRE | Daisy E Fredricks |
| NOMBRES | Daisy E |
| APELLIDO | Fredricks |
| FIRMA | FREDRICKS D E |
| AFILIACIONES | Grand Valley State University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 33 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Using Language Portraits to Promote Critical Self-Reflection for Teaching Multilingual Students
Calling for a Humanizing Turn in Language Teacher Education
Twenty‐five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable experience for multilingual students, through more attention to the practices that teachers and teacher edu…
From humanizing principles to humanizing practices
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students
Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual stud…
Valuing the resources and experiences of refugee-background learners
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools–and how to do so without devaluing their existing repertoires, resources, and lived experiences. A more nuanced view of who refugee-background learners are, their existing linguistic resources, and the…
We speak English in here and English only!”
This study operationalizes Ruiz’s language orientations framework (1984) and builds on his later work (e.g., 1997, 2008) by examining the ways in which local language policies influence the learning experiences of 12 multilingual youth and the teaching experiences of four of their classroom teachers. Using ethnographic and qualitative research approaches (i.e., observations, participant observation, interviews, a focus group, and artifact collect…
Reading Pennycook Critically 10 Years Later
As we, an instructor and her students, read through Alastair Pennycook's Critical Applied Linguistics (2001) in a PhD seminar by the same name, we found ourselves contrasting and comparing the insights provided in that book with those in other critical texts and wondering what the ten years since the work's publication had meant. This article is a collection of such reflections, one that is guided by our belief that activities relating to languag…
From humanizing principles to humanizing practices
Valuing the resources and experiences of refugee-background learners
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools–and how to do so without devaluing their existing repertoires, resources, and lived experiences. A more nuanced view of who refugee-background learners are, their existing linguistic resources, and the…
We speak English in here and English only!”
This study operationalizes Ruiz’s language orientations framework (1984) and builds on his later work (e.g., 1997, 2008) by examining the ways in which local language policies influence the learning experiences of 12 multilingual youth and the teaching experiences of four of their classroom teachers. Using ethnographic and qualitative research approaches (i.e., observations, participant observation, interviews, a focus group, and artifact collect…
Calling for a Humanizing Turn in Language Teacher Education
Twenty‐five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable experience for multilingual students, through more attention to the practices that teachers and teacher edu…
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students
Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual stud…
Reading Pennycook Critically 10 Years Later
As we, an instructor and her students, read through Alastair Pennycook's Critical Applied Linguistics (2001) in a PhD seminar by the same name, we found ourselves contrasting and comparing the insights provided in that book with those in other critical texts and wondering what the ten years since the work's publication had meant. This article is a collection of such reflections, one that is guided by our belief that activities relating to languag…
We speak English in here and English only!”
This study operationalizes Ruiz’s language orientations framework (1984) and builds on his later work (e.g., 1997, 2008) by examining the ways in which local language policies influence the learning experiences of 12 multilingual youth and the teaching experiences of four of their classroom teachers. Using ethnographic and qualitative research approaches (i.e., observations, participant observation, interviews, a focus group, and artifact collect…
Valuing the resources and experiences of refugee-background learners
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools–and how to do so without devaluing their existing repertoires, resources, and lived experiences. A more nuanced view of who refugee-background learners are, their existing linguistic resources, and the…
From humanizing principles to humanizing practices
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students
Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual stud…
Calling for a Humanizing Turn in Language Teacher Education
Twenty‐five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable experience for multilingual students, through more attention to the practices that teachers and teacher edu…
Using Language Portraits to Promote Critical Self-Reflection for Teaching Multilingual Students
Multilingual Education and Policy (7 obras) · Pedagogy (6 obras) · Sociology (6 obras) · Political science (5 obras) · EFL/ESL Teaching and Learning (4 obras) · Psychology (4 obras) · Computer Science (3 obras) · Multilingualism (3 obras) · Second Language Learning and Teaching (3 obras) · Global Education and Multiculturalism (2 obras)