Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes-Reference-Cited by-同舟云学术

Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes

Published:2024-02-27 Issue:2 Volume:33 Page:261-283
ISSN:0965-8416
Container-title:Language Awareness
language:en
Short-container-title:Language Awareness

Author:

Kim Sujin¹^ORCID,Park Jung Yeon¹^ORCID

Affiliation:

1. College of Education and Human Development, George Mason University, Fairfax, VA, USA

Funder

Office of English Language Acquisition of the U.S. Department of Education

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09658416.2024.2321895

Reference73 articles.

1. Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society

2. Austin, T. Y. (2009). Linguicism and race in the United States: Impact on teacher education from past to present. In R. Kubota & A. Lin (Eds.), Race, culture, and identities in second language education: Exploring critically engaged practice (pp. 252–270). Routledge.

3. “It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners

4. Challenging Monolingual Ways of Looking at Multilingualism: Insights for Curriculum Development in Teacher Preparation

5. Bourdieu, P. (1986). The forms of capital. In J. E. Richardson (Ed.), Handbook of theory of research for the sociology of education (pp. 241–258). Greenwood Press.

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