Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: case studies from the field
Author:
Affiliation:
1. Florida International University , Miami , FL , USA
2. Rutgers University , Newark , NJ , USA
Publisher
Walter de Gruyter GmbH
Link
https://www.degruyter.com/document/doi/10.1515/eduling-2023-0014/pdf
Reference27 articles.
1. Alfaro, Cristina. 2019. Preparing critically conscious dual-language teachers: Recognizing and interrupting dominant ideologies. Theory Into Practice 58(2). 194–203. https://doi.org/10.1080/00405841.2019.1569400.
2. Cervantes-Soon, Claudia G., Lisa Dorner, Deborah D. Palmer, Dan Heiman, Rebecca Schwerdtfeger & Jinmyung Choi. 2017. Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces. Review of Research in Education 41(1). 403–427. https://doi.org/10.3102/0091732X17690120.
3. Coady, Maria, Candace Harper & Ester J. de Jong. 2011. From pre-service to practice: Mainstream elementary teacher beliefs of preparation and efficacy with English language learners in the state of Florida. Bilingual Research Journal 34(2). 223–239. https://doi.org/10.1080/15235882.2011.597823.
4. De Gruyter. n.d. About this journal. https://www.degruyter.com/journal/key/eduling/html?lang=en (accessed 10 October 2023).
5. Fine, Caitlin G. McC. 2022. Translanguaging interpretive power in formative assessment co-design: A catalyst for science teacher agentive shifts. Journal of Language, Identity and Education 21(3). 191–211. https://doi.org/10.1080/15348458.2022.2058858.
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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