Tabitha Kidwell
Biographic Data
| ID | 5997987 |
|---|---|
| NAME | Tabitha Kidwell |
| GIVEN NAMES | Tabitha |
| FAMILY NAME | Kidwell |
| SIGNATURE | KIDWELL T |
| AFFILIATIONS | Department of World Languages and Cultures, American University, Washington, DC, USA |
| ORCID | 0000-0001-6841-4304 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Language awareness as a resource for multilingual individuals’ learning about culture
Regular and sustained contact with speakers of other languages might offer members of multilingual societies opportunities to develop cultural awareness through interactions with diverse individuals. This study examines how the language awareness of individuals in a highly multilingual setting can act as a resource to support their learning about culture and development of cultural awareness. Participants were students, faculty, and alumni of an …
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…
Protectors and preparers
Culture is an important element of language teaching. This multiple case study explores the beliefs of 14 novice Indonesian EFL teachers regarding teaching about culture. Data sources included: interviews, lesson observations, professional learning community sessions, and journal entries. Data analysis classified participants in two groups: those who associated teaching about culture with the need to protect students from unfamiliar cultures, and…
Building a community of practice to counter the marginalisation of adolescent language learners
This study examines how language-minority and language-majority students and their teachers created a community of practice which allowed for meaningful participation of diverse learners in literacy practices, within a high school context in which language-minority students were historically marginalised. Drawing from ethnographic data, interviews and audio recordings of student interactions, we analysed how a community of practice was discursive…
From humanizing principles to humanizing practices
Language awareness as a resource for multilingual individuals’ learning about culture
Regular and sustained contact with speakers of other languages might offer members of multilingual societies opportunities to develop cultural awareness through interactions with diverse individuals. This study examines how the language awareness of individuals in a highly multilingual setting can act as a resource to support their learning about culture and development of cultural awareness. Participants were students, faculty, and alumni of an …
Building a community of practice to counter the marginalisation of adolescent language learners
This study examines how language-minority and language-majority students and their teachers created a community of practice which allowed for meaningful participation of diverse learners in literacy practices, within a high school context in which language-minority students were historically marginalised. Drawing from ethnographic data, interviews and audio recordings of student interactions, we analysed how a community of practice was discursive…
Protectors and preparers
Culture is an important element of language teaching. This multiple case study explores the beliefs of 14 novice Indonesian EFL teachers regarding teaching about culture. Data sources included: interviews, lesson observations, professional learning community sessions, and journal entries. Data analysis classified participants in two groups: those who associated teaching about culture with the need to protect students from unfamiliar cultures, and…
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…
Building a community of practice to counter the marginalisation of adolescent language learners
This study examines how language-minority and language-majority students and their teachers created a community of practice which allowed for meaningful participation of diverse learners in literacy practices, within a high school context in which language-minority students were historically marginalised. Drawing from ethnographic data, interviews and audio recordings of student interactions, we analysed how a community of practice was discursive…
Protectors and preparers
Culture is an important element of language teaching. This multiple case study explores the beliefs of 14 novice Indonesian EFL teachers regarding teaching about culture. Data sources included: interviews, lesson observations, professional learning community sessions, and journal entries. Data analysis classified participants in two groups: those who associated teaching about culture with the need to protect students from unfamiliar cultures, and…
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…
Language awareness as a resource for multilingual individuals’ learning about culture
Regular and sustained contact with speakers of other languages might offer members of multilingual societies opportunities to develop cultural awareness through interactions with diverse individuals. This study examines how the language awareness of individuals in a highly multilingual setting can act as a resource to support their learning about culture and development of cultural awareness. Participants were students, faculty, and alumni of an …
Multilingual Education and Policy (5 works) · Pedagogy (5 works) · Sociology (4 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Context (archaeology (2 works) · Multilingualism (2 works)