Discussion boards as a culturally responsive tool in the ESL classroom

Alharbi, M. (2015). Effects of Blackboard’s Discussion Boards, Blogs and Wikis on Effective Integration and Development of Literacy Skills in EFL Students. English Language Teaching, 8(6), 111–132.10.5539/elt.v8n6p111Search in Google Scholar

Anthony, T., & Schwartz, M. (2013). Invoking cultural awareness through teaching Indigenous Issues in Criminal Law and Procedure. Legal Educ. Rev., 23, 31.10.53300/001c.6268Search in Google Scholar

Bannier, B. J. (2016). Global trends in transnational education. International Journal of Information and Education Technology, 6(1), 80.10.7763/IJIET.2016.V6.663Search in Google Scholar

Bikowski, D., & Kessler, G. (2002). Making the most of discussion boards in the ESL classroom. TESL Journal, 11(3), 27–30.Search in Google Scholar

Borau, K., Ullrich, C., Feng, J., & Shen, R. (2009, August). Microblogging for language learning: Using twitter to train communicative and cultural competence. In International conference on web-based learning (pp. 78–87). Springer, Berlin, Heidelberg.10.1007/978-3-642-03426-8_10Search in Google Scholar

Buck, B. (2016). Culturally Responsive Peace Education: A Case Study at One Urban Latino K-8 Catholic School. Journal of Catholic Education, 20(1), 32.10.15365/joce.2001022016Search in Google Scholar

Chuang, H. H. (2016). Leveraging CRT awareness in creating web-based projects through use of online collaborative learning for pre-service teachers. Educational Technology Research and Development, 64(4), 857–876.10.1007/s11423-016-9438-5Search in Google Scholar

Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (Eds.). (2014). Handbook of research on new literacies. Routledge.10.4324/9781410618894Search in Google Scholar

de la Piedra, M. T., & Araujo, B. E. (2012). Literacies crossing borders: transfronterizo literacy practices of students in a dual language program on the USA–Mexico border. Language and Intercultural Communication, 12(3), 214–229.10.1080/14708477.2012.667416Search in Google Scholar

Esquinca, A., Araujo, B., & de la Piedra, M. T. (2014). Meaning-making and translanguaging in a two-way dual-language program on the US-Mexico border. Bilingual Research Journal, 37(2), 164–181.10.1080/15235882.2014.934970Search in Google Scholar

García, O. (2009). Emergent Bilinguals and TESOL: What’s in a Name?. Tesol Quarterly, 43(2), 322–326.10.1002/j.1545-7249.2009.tb00172.xSearch in Google Scholar

González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.Search in Google Scholar

Gort, M. (2015). Transforming literacy learning and teaching through translanguaging and other typical practices associated with “doing being bilingual”.10.1080/19313152.2014.988030Search in Google Scholar

Hall, R. A. (2015). Critical thinking in online discussion boards: Transforming an anomaly. Delta Kappa Gamma Bulletin, 81(3).Search in Google Scholar

Irizarry, J. G. (2009). Representin’: Drawing from hip-hop and urban youth culture to inform Teacher Education. Education and Urban Society, 41(4), 489–515.10.1177/0013124508331154Search in Google Scholar

Jimenez, R. T., Smith, P. H., & Teague, B. L. (2009). Transnational and community literacies for teachers. Journal of Adolescent & Adult Literacy, 53(1), 16–26.10.1598/JAAL.53.1.2Search in Google Scholar

Kiyama, J. M. (2011). Family lessons and funds of knowledge: College-going paths in Mexican American families. Journal of Latinos and Education, 10(1), 23–42.10.1080/15348431.2011.531656Search in Google Scholar

Lacina, J. (2004). Technology in the classroom: promoting language acquisitions: technology and English language learners. Childhood Education, 81(2), 113–115.10.1080/00094056.2005.10522253Search in Google Scholar

Lam, W. S. E., & Rosario-Ramos, E. (2009). Multilingual literacies in transnational digitally mediated contexts: An exploratory study of immigrant teens in the United States. Language and Education, 23(2), 171–190.10.1080/09500780802152929Search in Google Scholar

Lam, W. S. E., & Warriner, D. S. (2012). Transnationalism and literacy: Investigating the mobility of people, languages, texts, and practices in contexts of migration. Reading Research Quarterly, 47(2), 191–215.10.1002/RRQ.016Search in Google Scholar

Larson, E., Mathieu, C., & Strawbridge, T. (2018). Second Language Teaching and Learning: Diversity and Advocacy. Newcomer, S. N. (2018). Investigating the Power of Authentically Caring Student-Teacher Relationships for Latinx Students. Journal of Latinos and Education, 17(2), 179–193.Search in Google Scholar

Northover, M. (2002, December). Online discussion boards-friend or foe?. ASCILITE, 477–484.Search in Google Scholar

Risko, V. J., & Walker-Dalhouse, D. (2007). Tapping students’ cultural funds of knowledge to address the achievement gap. The Reading Teacher, 61(1), 98–100.10.1598/RT.61.1.12Search in Google Scholar

Scott, K. A., & White, M. A. (2013). COMPUGIRLS’standpoint: Culturally responsive computing and its effect on girls of color. Urban Education, 48(5), 657–681.10.1177/0042085913491219Search in Google Scholar

Scott, K. A., Sheridan, K. M., & Clark, K. (2015). Culturally responsive computing: A theory revisited. Learning, Media and Technology, 40(4), 412–436.10.1080/17439884.2014.924966Search in Google Scholar

Skerrett, A. (2013). Building multiliterate and multilingual writing practices and identities. English Education, 45(4), 322–360.Search in Google Scholar

Skerrett, A. (2015). Teaching Transnational Youth—Literacy and Education in a Changing World. Teachers College Press.Search in Google Scholar

Skerrett, A., & Bomer, R. (2011). Borderzones in adolescents’ literacy practices: Connecting out-of-school literacies to the reading curriculum. Urban Education, 46(6), 1256–1279.10.1177/0042085911398920Search in Google Scholar

Subero, D., Vila, I., & Esteban-Guitart, M. (2015). Some contemporary forms of the funds of knowledge approach. Developing culturally responsive pedagogy for social justice. International Journal of Educational Psychology, 4(1), 33–53.Search in Google Scholar

Tedre, M., Sutinen, E., Kähkönen, E., & Kommers, P. (2006). Ethnocomputing: ICT in cultural and social context. Communications of the ACM, 49(1), 126–130.10.1145/1107458.1107466Search in Google Scholar

Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The internet and higher education, 24, 1–12.10.1016/j.iheduc.2014.07.001Search in Google Scholar

Vélez-Ibáñez, C., & Greenberg, J. (2005). Formation and transformation of funds of knowledge. Funds of knowledge: Theorizing practices in households, communities, and classrooms, 47–70.Search in Google Scholar

Vollmer, G. (2000). Praise and Stigma: Teachers’ constructions of the ‘typical ESL student’. Journal of Intercultural Studies, 21(1), 53–66.10.1080/07256860050000795Search in Google Scholar

Ware, P., Kern, R., & Warschauer, M. (2016). 14 The development of digital literacies. Handbook of second and foreign language writing, 11, 307.10.1515/9781614511335-017Search in Google Scholar

Zha, S., Kelly, P., Park, M. K., & Fitzgerald, G. (2006). An investigation of communicative competence of ESL students using electronic discussion boards. Journal of Research on Technology in Education, 38(3), 349–367.10.1080/15391523.2006.10782464Search in Google Scholar