Bridging transnational funds of knowledge into classrooms: A narrative inquiry of a Korean migrant becoming a teacher of newcomer students
Author:
Affiliation:
1. Social Studies Education, University of Missouri, Columbia, Missouri, USA
Publisher
Informa UK Limited
Subject
Education,Cultural Studies
Link
https://www.tandfonline.com/doi/pdf/10.1080/15595692.2022.2106209
Reference55 articles.
1. Grappling With Language Barriers: Implications for the Professional Development of Immigrant Teachers
2. Retaining Teachers of Color: A Pressing Problem and a Potential Strategy for “Hard-to-Staff” Schools
3. The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers who Teach Children of Recent Immigrants
4. Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs
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4. Harnessing transnational funds of knowledge through translanguaging pedagogy: Insights from an Asian migrant teacher;Bilingual Research Journal;2024-04-02
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