Teacher Talk That Supports Young Multilingual Students’ Participation in Exploratory Discourse-Reference-Cited by-同舟云学术

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Teacher Talk That Supports Young Multilingual Students’ Participation in Exploratory Discourse

Published:2021-03-04 Issue:5 Volume:42 Page:484-503
ISSN:0270-2711
Container-title:Reading Psychology
language:en
Short-container-title:Reading Psychology

Author:

Leighton Christine M.¹^ORCID,Ford-Connors Evelyn²,Proctor C. Patrick³,Wyatt Jennifer⁴

Affiliation:

1. School of Education, Emmanuel College, Boston, Massachusetts, USA

2. Literacy Education, Wheelock College of Education and Human Development, Boston University, Boston, Massachusetts, USA

3. Boston College, Chestnut Hill, Massachusetts, USA

4. Formerly Boston Public Schools, Boston, Massachusetts, USA

Publisher

Informa UK Limited

Subject

Linguistics and Language,Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02702711.2021.1888354

Reference46 articles.

1. Children’s Perceptions of Their Reading Ability and Epistemic Roles in Monologically and Dialogically Organized Bilingual Classrooms

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms;Journal of Research in Childhood Education;2022-08-12

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