Volume 9, Issue 2, Fall/Winter 2022
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Bringing Light Over: Students’ Photographs of Lived Experiences in Their Neighborhoods
Dorothy Heard
Abstract
Heard Abstract
All posts by Timothy Hicks
Volume 9, Issue 2, Fall/Winter 2022
Abstract | PDF | Multimodal Synthesis
Bringing Light Over: Students’ Photographs of Lived Experiences in Their Neighborhoods
Dorothy Heard
Full text
Bringing Light Over - FINALVolume 9, Issue 2, Fall/Winter 2022
Authorial Ideology and Intention in Presentations of Place in YA Immigration Narratives
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Wendy J. Glenn
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Glenn AbstractVolume 9, Issue 2, Fall/Winter 2022
Authorial Ideology and Intention in Presentations of Place in YA Immigration Narratives
Abstract | Full Text | Multimodal Synthesis
Wendy J. Glenn
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Choi
The Power of Art: Volume 5, Issue 1, Spring/Summer 2018
Abstract | Poem | Biographical Note
To My Trilingual Preschoolers
Jayoung Choi
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Lain
The Power of Art: Volume 5, Issue 1, Spring/Summer 2018
Abstract | Poem | Biographical Note
Hands-on Learning
Sheryl A. Lain
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Lain
The Power of Art: Volume 5, Issue 1, Spring/Summer 2018
Abstract | Poem | Biographical Note
Hands-on Learning
Sheryl A. Lain
Biographical Note
Sheryl Lain has spent 40 years in education, teaching students and teachers. Her teaching began at Wind River High School serving Native Americans on the Wind River Indian Reservation. She also served as language arts coordinator and instructional coach for Laramie County School District #1, directed the Wyoming Writing Project, and presented internationally. Sheryl is the author of A Poem for Every Student and numerous articles, chapters, monologues, and poems.
Choi
The Power of Art: Volume 5, Issue 1, Spring/Summer 2018
Abstract | Poem | Biographical Note
To My Trilingual Preschoolers
Jayoung Choi
Biographical Note
Dr. Jayoung Choi is an associate professor of TESOL in the department of Inclusive Education at Kennesaw State University. Her recent research focuses on promoting a more linguistically just environment for multilingual students in schools. She is currently interested in trilinguals’ language and literacy practices in and out of school contexts from the perspective of translanguaging and supporting teachers and immigrant families in disrupting the pervasive monolingual ideology and advocating for more multilingual society.