I – Towards the management of diversity in the classroom
I.1 – This handbook
I.2 – The DIVERSE project
I.3 – The current challenges
I.4 – Opening up the classroom
II – Drama in Education
II.1 – Introduction to the theory
II.2 – Description of the method
II.3 – Three lesson plans
II.4 – Some more tools
II.5 – Resources
III – Digital storytelling
III.1 – Introduction to theory
III.2 – Description of the method
III.3 – Three lesson plans
III.4 – Some more tools
III.5 – Resources
IV – Folktales
IV.1 – Introduction to theory
IV.2 – Description of the method
IV.3 – Two lesson plans
IV.4 – Some more tools
IV.5 – Resources
V – References
V - References
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Bolton, G. (1998). Acting in classroom drama: a critical analysis. Birmingham: UBC/Trentham Books.
Bougie, E., Wright, S., & Taylor, D. (2003). arly heritage-language education and the abrupt shift to a dominant-language classroom: Impact on the personal and collective esteem of Inuit children in Arctic Quebec. International Journal of Bilingual Education and Bilingualism, 349-373.
Branum-Martin, L., Foorman, B., Francis, D., & Mehta, P. (2010). Contextual effects of bilingual programs on beginning reading. Journal of Educational Psychology, 341-355.
Chin, A., Daysal, N., & Imberman, S. (2012). mpact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas. Cambridge, MA: National Bureau of Economic Research.
Cobo-Lewis, A., Pearson, B., Eilers, R., & Umbel, V. (2002). Effects of bilingualism and bilingual education on oral and wirtten English skills: a multifactor study of standardized test outcomes. In D. Oller, & R. Eilers, Language and literacy in bilingual children. Clevedon: Multilingual Matters.
Combs, M. (2005). Bilingualism for the children: Implementing a dual-language program in an English-only state. Educational Policy, 701-728.
Conteh, J. (2007). Culture, languages and learning: mediating a bilingual approach in complementary Saturday classe. In J. Conteh, P. Martin, & H. Robertson, Multilingual learning: stories from schools and communities in Britain. Stoke-on-Trent: Trentham.
Costigan, C., & Dokis, D. (2006). elations between parent-child acculturation differences and adjustment within immigrant Chinese families. Child Development, 1252-1267.
Cziboly, A. (2010). The DICE has been cast: research findings and recommendations on education theatre and drama. Budapest: DICE Consortium.
Duursma, E., Augustyn, M., & Zuckerman, B. (2006). Reading aloud to children: the evidence. Retrieved from BMJ Journals: https://adc.bmj.com/content/93/7/554
Grammatas, T. (n.d.). Pedagogical use of the storytelling in a contemporary educational environment. Retrieved from Theodore Grammatas: https://theodoregrammatas.com/en/pedagogical-use-of-the-storytelling-in-a-contemporary-educational-environment/
Hardach, S. (2020). Why you should read this out loud. Retrieved from BBC Future: https://www.bbc.com/future/article/20200917-the-surprising-power-of-reading-aloud
Heathcote, D. (1981). Drama as education. In McCaslin, Children and drama (pp. 78-90). New York: Longman.
Kenner, C., Gregory, E., Ruby, M., & Al-Azami, S. (2008). Bilingual learning for second and third generation children. Language, Culture and Curriculum, 120-137.
Misch, M. (2008). Teaching Fairytales. Retrieved from www.grin.com: https://www.grin.com/document/114381
Neelands, J. (2004). Miracles are happening: beyond the rhetoric of transformation in the Western traditions of drama education. Research in drama education, 47-56.
Resnick, M. (2007). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. Proceedings of the 6th Conference on Creativity & Cognition. Washington, DC.
Robin, B. (2008). Digital storytelling: a powerful technology tool for the 21st century classroom. Theory into practice, 220-228.
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Berkeley, CA: CREDE.
Wong-Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 323-346.