Teachers’ language ideologies and practices on the use of Spanish in science classrooms
Author:
Affiliation:
1. University of Houston, Houston, TX, United States
2. Ateneo de Manila University, Quezon City, Philippines
3. University of Houston Clear Lake, Houston, TX, United States
4. NC State University, Raleigh, NC, United States
Funder
University of Houston
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500782.2024.2362912
Reference65 articles.
1. “It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners
2. Bang M, Brown B, Calabrese Barton A, Rosebery AS, Warren B. 2017. Toward more equitable learning in science. In: Helping students make sense of the world using next generation science and engineering practices. Stanford, California: Stanford University; p. 33–58.
3. Braun V, Clarke V. 2013. Successful qualitative research: A practical guide for beginners. London, UK: SAGE.
4. To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning
5. Translanguaging as bona fide practice in a multilingual South African science classroom
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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