Literaturnachweis - Detailanzeige
Autor/inn/en | Medlock Paul, Casey; Vehabovic, Nermin |
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Titel | Exploring the Critical in Biliteracy Instruction |
Quelle | In: TESOL Journal, 11 (2020) 1, (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Medlock Paul, Casey) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1949-3533 |
DOI | 10.1002/tesj.456 |
Schlagwörter | Bilingual Education; Discourse Analysis; Second Language Instruction; Second Language Learning; English (Second Language); Reading Comprehension; Educational Practices; Educational Strategies |
Abstract | In this article the researchers explain a concept that they have termed "critical biliteracy instruction." Utilizing a sociocultural approach to literacy and language learning, they examine discourse theory and the four resources model (Freebody & Luke, 1990) to support the approaches they describe. Then they explore research-based dialogic practices that second and foreign language teachers may engage in to help emergent bilinguals develop reading comprehension in English. The authors also highlight research-based high-impact practices and strategies that language teachers can use to promote critical biliteracy in the classroom. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |