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Luciana C. de Oliveira
University of Miami
43Publications
10H-index
302Citations
Publications 43
Newest
#1Shu-Wen Lan (NPUST: National Pingtung University of Science and Technology)H-Index: 1
#2Luciana C. de Oliveira (UM: University of Miami)H-Index: 10
ABSTRACTRecent science-education reforms have targeted students’ ability to ‘talk science’, especially in science classrooms. Prior research has shown that participation in scientific discourse in class is one of the most challenging scientific-literacy tasks, and particularly complex for English language learners (ELLs) at the upper elementary level. The present study explores this issue in a fourth-grade science classroom in the United States in which students from various linguistic and cultu...
#1Sharon L. SmithH-Index: 35
Last.Luciana C. de OliveiraH-Index: 10
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#1Luciana C. de Oliveira (UM: University of Miami)H-Index: 10
#2Kathryn M. Obenchain (Purdue University)H-Index: 7
Last.Alandeom W. Oliveira (University at Albany, SUNY)H-Index: 10
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This chapter provides an introduction to the present book. In an effort to provide practitioners with guidance on such pedagogical endeavor, this collection examines how the educators of varied academic disciplines (English language arts, mathematics, science, and social studies) approach the creation and implementation of curriculum spaces at the intersection of language and content. Our vision for this book was one of theory-based practice wherein descriptions of pedagogical approaches were ac...
#1Loren Jones (UMD: University of Maryland, College Park)
#2Sharon L. Smith (UM: University of Miami)H-Index: 35
Last.Luciana C. de Oliveira (UM: University of Miami)H-Index: 10
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#1Luciana C. de Oliveira (UM: University of Miami)H-Index: 10
#2Loren Jones (UMD: University of Maryland, College Park)
Last.Sharon L. Smith (UM: University of Miami)H-Index: 35
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This chapter discusses an approach to teaching English language arts (ELA) to English language learners through a multimodal literacies framework with an emphasis on multimodality. We focus specifically on four components of multiliteracies, and how the focal ELA teacher uses these to guide her instruction. We discuss the specific ways in which an ELA high school teacher implemented these components in her 9th-grade classroom through a multimodal project focused on the Holocaust. We conclude wit...
#1Andrés Ramírez (FAU: Florida Atlantic University)
#2Sabrina F. Sembiante (FAU: Florida Atlantic University)H-Index: 4
Last.Luciana C. de Oliveira (UM: University of Miami)H-Index: 10
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ABSTRACTA comparative lexicogrammatical and logicosemantic systemic functional analysis of two third-grade science curricular units on the topic of “matter” written in Spanish is presented. One of these curricular units, translated from an English textbook, or “mirror text,” is used in dual language programs (Spanish-English) in the United States; the other is used in regular elementary science for monolingual Spanish students in some Latin American countries, including Colombia and Venezuela. A...
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