EFL Teachers’ Perceptions of Linguistically and Culturally Responsive Pedagogy
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-52371-7_6
Reference94 articles.
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2. Adair, J. K., Sánchez-Suzuki Colegrove, K., & McManus, M. E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review, 87(3), 309–334. https://doi.org/10.17763/1943-5045-87.3.309
3. Alisaari, J., Heikkola, L. M., Commins, N., & Acquah, E. O. (2019). Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity. Teaching and Teacher Education, 80, 48–58. https://doi.org/10.1016/j.tate.2019.01.003
4. Aronin, L., & Singleton, D. (2008). Multilingualism as a new linguistic dispensation. International Journal of Multilingualism, 5(1), 1–16. https://doi.org/10.2167/ijm072.0
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