Educators’ beliefs about appropriate pedagogical models for Spanish-speaking ELLs who differ in home-language and English-language literacy abilities in the United States-Reference-Cited by-同舟云学术

Educators’ beliefs about appropriate pedagogical models for Spanish-speaking ELLs who differ in home-language and English-language literacy abilities in the United States

Published:2016-12-07 Issue:4 Volume:22 Page:402-413
ISSN:1367-0050
Container-title:International Journal of Bilingual Education and Bilingualism
language:en
Short-container-title:International Journal of Bilingual Education and Bilingualism

Author:

Murphy Audrey Figueroa¹,Torff Bruce²,Sessions David³

Affiliation:

1. Department of Education Specialties, St. John’s University, Jamaica, NY, USA

2. Department of Teaching, Learning and Technology, Hofstra University, Hempstead, NY, USA

3. Department of Information Systems and Business Analytics at the Zarb School of Business, Hofstra University, Hempstead, NY, USA

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/13670050.2016.1259291

Reference40 articles.

1. Differentiated Instruction for English Language Learners as “Variations on a Theme”

2. The English-Only Movement: A Communication Analysis of Changing Perceptions of Language Vitality

3. Sources of individual differences in the acquisition of tense inflection by English second language learners with and without specific language impairment

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1. Parent and teacher perceptions of a Brazilian Portuguese two-way immersion program;Bilingual Research Journal;2020-04-02

2. The danger of the dual-language enrichment narrative: Educator discourses constructing exclusionary participation structures in bilingual education;Critical Inquiry in Language Studies;2018-07-06