Long-Term English Learners

Author:

Brooks Maneka Deanna,Smagorinsky Peter

Publisher

Springer International Publishing

Reference20 articles.

1. Ascenzi-Moreno, L., Kleyn, T., & Menken, K. (2013). A CUNY-NYSIEB framework for the education of ‘long-term English learners’: 6–12 grades. New York: CUNY-NYSIEB. Retrieved from www.nysieb.ws.gc.cuny.edu/files/2013/06/cuny-nysiebframework-for-ltels-Spring-2013-final.pdf

2. Brooks, M. D. (2016). “Tell me what you are thinking”: An investigation of five Latina LTELs constructing meaning with academic texts. Linguistics and Education, 35, 1–14.

3. Brooks, M. D. (2017). “She doesn’t have the basic understanding of a language”: Using spelling research to challenge deficit conceptualizations of adolescent bilinguals. Journal of Literacy Research, 49(3), 342–370.

4. Cushing-Leubner, J. & King, K. A. (2015). Long-term English learners, and language education policy. In A. Yiakoumetti (Ed.) Multilingualism and language in education: Current sociolinguistic and pedagogical perspectives from Commonwealth countries (pp. 199–220). Cambridge University Press.

5. Flores, N. (2017). The specter of semilingualism in the bilingualism of Latino students. Texas Education Review, 5(1), 76–80. Retrieved from http://txedrev.org/

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