A5045925968- Multilingual Education and Policy
- EFL/ESL Teaching and Learning
- Teacher Education and Leadership Studies
- Second Language Learning and Teaching
- Education Systems and Policy
- Reading and Literacy Development
- Global Education and Multiculturalism
- Second Language Acquisition and Learning
- Viral Infections and Vectors
- Innovative Teaching and Learning Methods
- Vector-borne infectious diseases
- Education and Technology Integration
- Educational Assessment and Improvement
- Mosquito-borne diseases and control
- Critical Race Theory in Education
Lehman College
2018-2024
City University of New York
2018-2019
University of Liverpool
2006
Japanese encephalitis virus is a mosquito-borne flavivirus that causes approximately 10000 deaths annually in Asia. After brief viraemia, the enters central nervous system, but means of crossing blood-brain barrier uncertain. We used routine histological staining, immunohistology and electron microscopy to examine brain material from four fatal human cases, made comparisons with mouse model. In there was oedema, perivascular inflammation, haemorrhage, microglial nodules acellular necrotic...
Emergent bilinguals’ engagement and participation with learning is closely connected to the identities they are able construct in this learning. In paper, I present a model for understanding how young emergent bilinguals begin language across school-based activities. Drawing upon Holland, Lachiotte, Skinner & Cain’s (1998) framework of shaped figured worlds, Nasir Hand’s (2006, 2008) notion practice-linked contexts, identifies ways which three components—context, subject positioning,...
Drawing upon sociocultural theories of learning and social constructivist identity development, this article defines as outcomes participation in order to investigate how an emergent bilingual elementary school, Roselyn, has opportunities participate school-based activities these structured shifts her identity. a unique data set that aligned 18 months student interviews with observations, findings indicate Roselyn's lend insight she was able construct identities herself learner general, more...
Identities are dynamic, constantly shifting processes of self-understanding mediated by local and institutional repertoires, behaviors, resources enacted through one's positioning in practice. This definition considers identities as both ideas, well actions terms how the learner becomes a participant activities. A tension studying is that researcher must collect data encompasses observable reflects on these actions. Drawing upon theory, this paper presents methodological approach to study...
To investigate how competent preservice candidates were prepared to teach English learners (ELs), a case study was conducted examine 30 use of effective practices for ELs during preparation and the first years teaching. Data included: (1) assignments related planning teaching; (2) student teaching supervisors’ records; (3) observations two (4) language proficiency results from year in grades 3 above. Results indicate that some which participants exposed their found with greater frequency...
Supplemental data for this article is available online at https://doi.org/10.1080/10573569.2022.2103053.CONTACT Jennifer Collett jennifer.collett@lehman.cuny.edu CUNY Graduate Center, CUNY, Lehman College, New York, NY, USA.
Abstract In this article we identify ways to scaffold content‐specific instruction support your multilingual learners’ academic language development. With the definition that compromises of vocabulary, linguistic functions, and syntax, share integrate three instructional practices across instruction. These include: 1) explicit key language, 2) use visuals anchor grade‐level instruction, 3) frequent opportunities for content‐based oral written practice.
Use these techniques to elicit ideas and engage the class in reasoning argumentation.