A research validated article on how storytelling and publishing can create and construct bridges of understanding and demonstrate results leading to empowerment of recently arrived teens.
Principles and Practices for Teaching English as an International Language: T...ElsherifE
The presentation is about a book chapter that discusses teaching critical reading. the book title is:. Principles and ractices for Teaching English as an International Language.
Presented as an introduction to the study beginning in the fall - a personal reflection and literature review of the need to incorporate multicultural literature in the classroom on a frequent and regular basis to assist not only with reading skills, but in self development, esteem, and identification. Shared at UCF's International Conference on Poverty, Globalization, and Education: A Holistic Approach in February, 2015.
A research validated article on how storytelling and publishing can create and construct bridges of understanding and demonstrate results leading to empowerment of recently arrived teens.
Principles and Practices for Teaching English as an International Language: T...ElsherifE
The presentation is about a book chapter that discusses teaching critical reading. the book title is:. Principles and ractices for Teaching English as an International Language.
Presented as an introduction to the study beginning in the fall - a personal reflection and literature review of the need to incorporate multicultural literature in the classroom on a frequent and regular basis to assist not only with reading skills, but in self development, esteem, and identification. Shared at UCF's International Conference on Poverty, Globalization, and Education: A Holistic Approach in February, 2015.
This book asks us to think about the power of words, the power of language attitudes, and the power of language policies as they play out in our
educational and political institutions. Written with pre-service teachers and
practicing teachers in mind, the book addresses how teachers can alert students to the realities of language and power so that existing language doctrine based on false assumptions and faulty logic is not perpetuated
Literacy can be empowering but it can just as equally be used as a tool for oppression; learning to read is not, inherently, empowering Literacy and reading can be tools of hegemony. For literacy to be empowering, the reader must develop a critical consciousness. He/she must be exposed to a variety of points of view and taught to look for the bias behind all ideologies. These slides describe historical fears of literacy and how literacy has been used as a tool of oppression. They then explain the views of Paulo Freire and his approach to literacy as empowerment.
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richa...William Kritsonis
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richard C. Hendriksen, Dr. Beverly J. Irby, Dr. Rebecca K. Frels - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com - Houston, Texas
This book asks us to think about the power of words, the power of language attitudes, and the power of language policies as they play out in our
educational and political institutions. Written with pre-service teachers and
practicing teachers in mind, the book addresses how teachers can alert students to the realities of language and power so that existing language doctrine based on false assumptions and faulty logic is not perpetuated
Literacy can be empowering but it can just as equally be used as a tool for oppression; learning to read is not, inherently, empowering Literacy and reading can be tools of hegemony. For literacy to be empowering, the reader must develop a critical consciousness. He/she must be exposed to a variety of points of view and taught to look for the bias behind all ideologies. These slides describe historical fears of literacy and how literacy has been used as a tool of oppression. They then explain the views of Paulo Freire and his approach to literacy as empowerment.
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richa...William Kritsonis
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richard C. Hendriksen, Dr. Beverly J. Irby, Dr. Rebecca K. Frels - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com - Houston, Texas
Nasser 1
Nasser 4
Joanna Nasser
Prof Terence Meehan
ENG250E60W
November 6, 2019
Diversity in Children Literature Sentence Outline
Title: Understanding the role of diversity in classrooms
Topic: Diversity in children literature
Specific Purpose: To inform my audience about the importance of diversity in children literature and the role of educators and literature writers.
Thesis Statement: Despite the various misconception about the diversity of children in classrooms, diversity in children literature aids in cohesion and appreciation of other culture.
INTRODUCTION
Hook-As pointed out by Stephens and John (34) teaching children from different background comes with challenges. Substantially it bears prejudice and stereotype against some culture. From this point of view, it is the role of educators and literature writers to come up with teaching strategies that influence learners’ lives (Trent et al. 340).
Credibility material-Over the years' educators and literature writers have devised teaching practices to help children from different background.
Thesis statement-The goal of this research paper is to explore diversity in classrooms, its implications and the proposed solutions for the future.
Preview-To critically understand the issue, it will be necessary to consider the implication of diversity in classrooms, both positive and negative and likely solutions to address the issue.
BODY
Diversity in children literature involves incorporating learners from different ethnic backgrounds into one classroom.
1. Diversity in the classroom is not limited to:
· Gender, class, race, marital status, educational background, parental status and so on.
2. Benefits of diversity in children literature.
· Diversity promotes cohesion and understanding in a classroom set-up.
· Learners can appreciate the diversity of culture, beliefs and ideas.
· Literature writers and teachers need to harmonize teaching materials to ensure students’ needs and interests are served without prejudice.
3. Literacy work is criticized because of the following reasons:
· It does not introduce learners to a diverse society
· It no longer connects learners to their traditions.
CONCLUSION
In conclusion, the purpose of the research is to explore diversity in children literature. By critically analyzing the pros and cos of diversity, the research will aid in proposing concrete recommendations to address current issues.
Concluding remarks. From a broader perspective diversity is a topic worth researching and understanding. Diversity plays different roles in society but at the same time there exist various misconception regarding diversity especially when teaching literature (Iwai and Yuko, 190). If we don’t address this important issue, we are likely to come into rescue when it’s too late.
Work Cited
Davis, Kathryn L., et al. "Experiencing diversity through children's multicultural literature." Kappa Delta Pi Re ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
3. As defined by Bean, Dunkerly-Bean, &
Harper in 2014, young adult literature is
“literary works (usually fiction but not
always) intended for readers between the
ages of 12 and 18.”
Definition of
Adolescent Literature
Bean, Dunkerly-Bean, & Harper, 2014
4. 1. Fast-paced
2. Diverse and inclusive
3. Complex (addresses social justice/debunks common myths)
4. Powerful
5. Insightful (provides greater knowledge to readers)
6. Innovative (the genre changes as society changes)
Six Characteristics of
Adolescent Literature
Bean, Dunkerly-Bean, & Harper, 2014
5. As early as the 1800’s, adolescent
literature was common throughout
the United States. The genre at the
time was mainly comprised of
“moralistic sermons filled with
prescriptions for virtuous and pious
living.”1 These types of texts were
especially common in Christian
“Sunday School” lessons.
History of
Adolescent Literature
1. Bean, Dunkerly-Bean, & Harper, 2014
6. Around the time of the Civil War, dime novels began to flourish in America.
Dime novels -- named for their cheap prices -- were sensationalistic texts full
of romance and adventure. Though written for adults, these stories became
popular among young adults as well, Because they were so inexpensive and
accessible, publishers began to target these texts toward the uneducated
lower class (Pope, 2019),
Eventually, as public libraries became more prominent in the United States
in the late 1800’s, these popular fictional works became even more
accessible.
History of
Adolescent Literature
7. In contrast to the “Sunday School” type
texts, and dime novels, Louisa May
Alcott’s Little Women (1868) stood out as
an important work in the genre for a
number of reasons, not the least of which
was the fact that it was one of the first
novels of the era to focus on female
characters.
History of
Adolescent Literature
8. During the Great
Depression, reading offered
an affordable escape and
with the advent of mass-
market paperbacks, the genre
increased as a part of
popular culture.
History of
Adolescent Literature
9. Young adult literature in this early era did not take on the types of
issues we associate with the genre today. Topics such as suicide,
sexuality, homosexuality, and social protests were off-limits, as
was profanity. (Donelson & Nilsen, 2005). Additionally, Latin-
American and African-American characters were usually only
represented as stereotypes. (Bucher & Manning, 2006).
History of
Adolescent Literature
10. As the population of teens in the U.S. has grown and become more
inclusionary, so has the genre of young adult literature. While the
genre began with moralistic treatises, adolescent literature in the
21st century “is breaking down borders of what counts as
literature.” (Bean, Dunkerly-Bean, & Harper, 2014). Sub-genres
such as manga (comics in graphic-novel formats), and other blends
of print and images are becoming more common. (Bean, Dunkerly-
Bean, & Harper, 2014).
History of
Adolescent Literature
11. The final piece of the inclusionary puzzle of current young adult
literature has been the relatively recent addition of gay, lesbian,
transgender, transsexual, and bisexual youth issues. According to
Cart & Jenkins (2006), these issues “traveled a similarly laborious
road categorized by an initial period of problem-based novels about
the plight of being gay.” As TV shows about these issues started to
win popularity with young adults.
History of
Adolescent Literature
12. The following works are a brief list of some important texts that
greatly contributed to the overall inclusiveness of the young adult
literature genre:
J. D. Salinger’s The Catcher in the Rye (1951)
S. E. Hinton’s The Outsiders (1967)
Mildred Taylor’s Roll of Thunder, Hear My Cry (1976)
Laurence Yep’s Dragon’s Gate (1993)
Gary Soto’s Buried Onions (1999)
Graham Salisbury’s Eyes of the Emperor (2005)
Joseph Bruchac’s Geronimo (2006)
Gloria Velasquez’s Tyrone’s Betrayal (2006)
History of
Adolescent Literature
13. Three major literary and pedagogical orientations
of Young Adult Literature:
1. Cultural Heritage
2. Reader Response
3. Cultural Criticism
Teaching Practices in
Adolescent Literature
Bean, Dunkerly-Bean, & Harper, 2014
14. This section will break down the teaching practices in
each of the three orientations: 1) Cultural Heritage, 2)
Reader Response, and 3) Cultural Criticism.
Teaching Practices in
Adolescent Literature
15. TEACHING STYLE: lecture format
TEXTS: instructor-selected texts that typically come from the
British and American literary canon
ASSESSMENTS: written essays responding to standards within
the text
Cultural Heritage
Bean, Dunkerly-Bean, & Harper, 2014
16. INSTRUCTIONAL FOCUS:
● close study of text will extend and deepen students’ moral and
philosophical beliefs
● essential questions focus on author’s purpose and author’s
message
● teacher-centered pedagogy
● transmission model of learning
Cultural Heritage
Bean, Dunkerly-Bean, & Harper, 2014
17. TEACHING STYLE: Lesson begins with individual reactions to a text,
often written, then shared in the form of a discussion facilitated by the
teacher. This cycle continues throughout the text.
TEXTS: Contemporary works are usually self-selected by the reader (or
group of readers) with the help of the teacher.
ASSESSMENTS: Observational, such as quality of participation and
growth; more formal assessments may evaluate the depth of connections
made between the text and the reader.
Reader Response
Bean, Dunkerly-Bean, & Harper, 2014
18. INSTRUCTIONAL FOCUS:
● Focus is on the reader’s contemporary interests, energies, and contexts.
● Because reading is considered a transaction between the text and the reader,
active reading strategies such as annotation, journaling, and various forms of
graphic organizers (characterization charts, body biographies, etc.) are
integral.
● Considering that the focus is on connecting the text with the reader’s lives,
teachers must be knowledgeable about their students and be able to match
texts to each student.
Reader Response
Bean, Dunkerly-Bean, & Harper, 2014
19. TEACHING STYLE: Pre-reading and building background knowledge is
important so students understand the context in which the text was written.
Students are asked to determine what a text draws on in terms of common and
dominant storylines, characterizations, and themes. Readers also must determine
what the text promotes socially and politically.
TEXTS: Amalgamation of various forms of literary criticism: feminism,
deconstruction, poststructuralism, Marxism, post colonialism, among others.
ASSESSMENTS: Students are evaluated on their ability to critique and re-
create texts from various points of view.
Cultural Criticism
Bean, Dunkerly-Bean, & Harper, 2014
20. INSTRUCTIONAL FOCUS:
● The premise of Cultural Criticism is that no text, literary or
otherwise, is politically neutral. All texts are products of the context
in which they were written and in which they are read.
● All readings of texts are also products of specific context. Thus, the
same text will be interpreted differently by: 1) an ESL student who is
new to America, 2) an African-American student from the inner city,
and 3) a white student from a middle class background.
Cultural Criticism
Bean, Dunkerly-Bean, & Harper, 2014
21. ● Young adult literature connects to the young readers because it
usually has characters roughly the same age and involved in
situations that mirror their lives.
● Research-based literacy strategies should include guided reading
(read-aloud, checks-for-understanding in the form of text-dependent
questions that go beyond mere comprehension) and close-reading
(several reads of the text for various purposes, such as
language/vocab, comprehension, theme, character development, etc.).
Key Components of
Adolescent Literature
22. ● Cross-curriculum strategies can include planning novel study
with similar subject matter in other classes such as social
studies or science.
● Administrative support to ensure sustainability ideas: request
specific software to further student engagement with the text,
ensure that there are enough copies of the text and that they are
in quality condition, and researching other forms of media to
engage readers.
Key Components of
Adolescent Literature
23. ● The need to recognize the out-of-school lives and literacies
and interests of the students
● The need for a wide variety of materials and for student
choice
● The need for critical deep analysis of texts
International Reading Association (IRA), the National Reading Conference (NRC), and the National
Council for Teachers of English (NCTE)
Position Statements on
Adolescent Literature
24. References
Bean, T. W., Dunkerly-Bean, J., & Harper, H. J. (2014). Teaching Young Adult Literature: Developing
Students as World Citizens. Thousand Oaks, California: SAGE Publications, Inc.
Bucher, K., & Manning, M. L. (2006). Young adult literature: Exploration, evaluation, and appreciation
Upper Saddle River, NJ: Pearson.
Cart, M., & Jenkins, C. A. (2006). The heart has its reasons: Young adult literature with
gay/lesbian/queer content, 1969-2004. Lanham, MD: The Scarecrow Press.
Donelson, K. L., & Nilsen, A. P. (2005). Literature for today’s young adults (7th ed.). New York, NY:
Pearson.
Pope, A. (2019). American Dime Novels 1860-1915. Retrieved from
https://www.history.org.uk/student/resource/4512/american-dime-novels-1860-1915.
References