Nancy L Commins
Biographic Data
| ID | 2345102 |
|---|---|
| NAME | Nancy L Commins |
| GIVEN NAMES | Nancy L |
| FAMILY NAME | Commins |
| SIGNATURE | COMMINS N L |
| AFFILIATIONS | University of Colorado Denver |
| ORCID | 0000-0002-6869-2600 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 70 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Linguistically responsive teaching: A requirement for Finnish primary school teachers
We investigated Finnish primary school teachers’ understandings of processes of language learning, their reported linguistically responsive practices, their reported professional learning needs, and the links between these. The teachers (n = 246) responded to an online survey. Frequencies, possible links between the teachers’ background factors and their understandings and reported practices (one-way analysis of variance) and possible correlation…
Requirements Meet Reality: Finnish Teachers’ Practices in Linguistically Diverse Classrooms
The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the linguistically responsive practices used by teachers are scarce. The frequency with which teachers (N = 820) use 21 linguistically responsive practices was investigated through data that were gathered via an online survey. Based on factor analysis, teachers’ practices formed four categories: identifying language de…
Teaching immigrant students: Finnish teachers' understandings and attitudes
This study analysed Finnish teachers' (N = 820) understandings and attitudes about teaching students from immigrant backgrounds and how these relate to linguistically and culturally responsive education. The data were gathered via an online-survey in 2016. The results indicate that the Finnish teachers surveyed had knowledge about second language acquisition, had positive attitudes towards students' first languages, and had a strong sense of resp…
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Addressing Linguistic Diversity from the Outset
Schools of education typically prepare their prospective teachers to work with amorphous "average students"-who are by implication middle class, native, English speaking, and White. They are then given some limited opportunities to adapt these understandings to students with diverging profiles-children of poverty, second language learners, and students of color. The authors argue that given the changing demographics of public schools, initial tea…
Perceived and Actual Linguistic Competence: A Descriptive Study of Four Low-Achieving Hispanic Bilingual Students
This ethnographic study investigated the linguistic performance of four Hispanic bilingual students perceived to have limited language abilities in Spanish and English. The study provided data on the students’ language use and abilities, in both languages, in a variety of school and nonschool settings. Data were analyzed qualitatively for evidence of students’ linguistic, discourse, and narrative competencies. Performance was compared across sett…
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Addressing Linguistic Diversity from the Outset
Schools of education typically prepare their prospective teachers to work with amorphous "average students"-who are by implication middle class, native, English speaking, and White. They are then given some limited opportunities to adapt these understandings to students with diverging profiles-children of poverty, second language learners, and students of color. The authors argue that given the changing demographics of public schools, initial tea…
Teaching immigrant students: Finnish teachers' understandings and attitudes
This study analysed Finnish teachers' (N = 820) understandings and attitudes about teaching students from immigrant backgrounds and how these relate to linguistically and culturally responsive education. The data were gathered via an online-survey in 2016. The results indicate that the Finnish teachers surveyed had knowledge about second language acquisition, had positive attitudes towards students' first languages, and had a strong sense of resp…
Perceived and Actual Linguistic Competence: A Descriptive Study of Four Low-Achieving Hispanic Bilingual Students
This ethnographic study investigated the linguistic performance of four Hispanic bilingual students perceived to have limited language abilities in Spanish and English. The study provided data on the students’ language use and abilities, in both languages, in a variety of school and nonschool settings. Data were analyzed qualitatively for evidence of students’ linguistic, discourse, and narrative competencies. Performance was compared across sett…
Requirements Meet Reality: Finnish Teachers’ Practices in Linguistically Diverse Classrooms
The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the linguistically responsive practices used by teachers are scarce. The frequency with which teachers (N = 820) use 21 linguistically responsive practices was investigated through data that were gathered via an online survey. Based on factor analysis, teachers’ practices formed four categories: identifying language de…
Perceived and Actual Linguistic Competence: A Descriptive Study of Four Low-Achieving Hispanic Bilingual Students
This ethnographic study investigated the linguistic performance of four Hispanic bilingual students perceived to have limited language abilities in Spanish and English. The study provided data on the students’ language use and abilities, in both languages, in a variety of school and nonschool settings. Data were analyzed qualitatively for evidence of students’ linguistic, discourse, and narrative competencies. Performance was compared across sett…
Addressing Linguistic Diversity from the Outset
Schools of education typically prepare their prospective teachers to work with amorphous "average students"-who are by implication middle class, native, English speaking, and White. They are then given some limited opportunities to adapt these understandings to students with diverging profiles-children of poverty, second language learners, and students of color. The authors argue that given the changing demographics of public schools, initial tea…
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Linguistically responsive teaching: A requirement for Finnish primary school teachers
We investigated Finnish primary school teachers’ understandings of processes of language learning, their reported linguistically responsive practices, their reported professional learning needs, and the links between these. The teachers (n = 246) responded to an online survey. Frequencies, possible links between the teachers’ background factors and their understandings and reported practices (one-way analysis of variance) and possible correlation…
Requirements Meet Reality: Finnish Teachers’ Practices in Linguistically Diverse Classrooms
The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the linguistically responsive practices used by teachers are scarce. The frequency with which teachers (N = 820) use 21 linguistically responsive practices was investigated through data that were gathered via an online survey. Based on factor analysis, teachers’ practices formed four categories: identifying language de…
Teaching immigrant students: Finnish teachers' understandings and attitudes
This study analysed Finnish teachers' (N = 820) understandings and attitudes about teaching students from immigrant backgrounds and how these relate to linguistically and culturally responsive education. The data were gathered via an online-survey in 2016. The results indicate that the Finnish teachers surveyed had knowledge about second language acquisition, had positive attitudes towards students' first languages, and had a strong sense of resp…
Psychology (6 works) · Mathematics education (5 works) · Multilingual Education and Policy (5 works) · Pedagogy (5 works) · Second Language Learning and Teaching (5 works) · Linguistics (4 works) · Sociology (4 works) · EFL/ESL Teaching and Learning (3 works) · Political science (3 works) · Computer Science (2 works)