Nermine Abd Elkader
Biographic Data
| ID | 5998022 |
|---|---|
| NAME | Nermine Abd Elkader |
| GIVEN NAMES | Nermine Abd |
| FAMILY NAME | Elkader |
| SIGNATURE | ELKADER N A |
| AFFILIATIONS | University of Toronto Toronto Ontario Canada |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
English‐Only Is Not the Way to Go”
Although recent calls have been made for a plurilingual shift in language learning, particularly in countries with linguistically and culturally diverse populations, teachers are still unsure about how to apply plurilingualism in the classroom. There remains a paucity of studies investigating the disconnect between the theory and implementation of the plurilingual shift. This quasi‐experimental study addressed these challenges by implementing plu…
Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism
The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multic…
English‐Only Is Not the Way to Go”
Although recent calls have been made for a plurilingual shift in language learning, particularly in countries with linguistically and culturally diverse populations, teachers are still unsure about how to apply plurilingualism in the classroom. There remains a paucity of studies investigating the disconnect between the theory and implementation of the plurilingual shift. This quasi‐experimental study addressed these challenges by implementing plu…
Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism
The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multic…
English‐Only Is Not the Way to Go”
Although recent calls have been made for a plurilingual shift in language learning, particularly in countries with linguistically and culturally diverse populations, teachers are still unsure about how to apply plurilingualism in the classroom. There remains a paucity of studies investigating the disconnect between the theory and implementation of the plurilingual shift. This quasi‐experimental study addressed these challenges by implementing plu…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Affordance (1 work) · Critical pedagogy (1 work) · Curriculum (1 work) · Dialogic (1 work) · Educator Training and Historical Pedagogy (1 work) · EFL/ESL Teaching and Learning (1 work) · English language (1 work)