Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1821
Jemima Rillera Kempster
Book review
书评
{"title":"Penton Herrera, L. J. (2022). English and Students with Limited or Interrupted Formal Education: Global perspectives on teacher preparation and classroom practice","authors":"Jemima Rillera Kempster","doi":"10.21153/tesol2023vol32no1art1821","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1821","url":null,"abstract":"Book review","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"88 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1778
Nurlaily Nurlaily
Book review
书评
{"title":"Vinogradova, P., & Shin, J. K. (Eds.) (2021). Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications","authors":"Nurlaily Nurlaily","doi":"10.21153/tesol2023vol32no1art1778","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1778","url":null,"abstract":"Book review","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"13 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1803
Lisbeth Kitson, Minglin Li
The overall purpose of this study was to explore the identified language challenges and supports for writing in Standard Australian English for secondary English as an Additional Language or Dialect (EAL/D) students. An initial review of the academic literature revealed that this research topic has not been extensively researched within the Australian context. For this reason, this research project involved a systematic scoping study of the academic literature, based on the framework of Arksey and O’Malley (2005). This scoping study mapped the current research, and through a content analysis, synthesised the findings. In total, Level 1 searching of five digital data bases revealed 77 potential studies based on key word searches of titles and abstracts, published from 2010-2022. Further reading and searching refined these to 35 articles that addressed the research question. These articles revealed a range of themes that either challenged or supported the writing process for Australian EAL/D secondary students. These related to aspects at the policy, contextual and classroom level that shaped teachers’ knowledge practice, beliefs and skills in relation to teaching and learning, planning and assessing writing in a range of secondary areas. Gaps in the literature and a way forward, as well as implications for the future are discussed.
{"title":"Exploring challenges and supports for writing in Standard Australian English for Australian secondary English as an Additional Language/Dialect Students: A scoping study","authors":"Lisbeth Kitson, Minglin Li","doi":"10.21153/tesol2023vol32no1art1803","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1803","url":null,"abstract":"The overall purpose of this study was to explore the identified language challenges and supports for writing in Standard Australian English for secondary English as an Additional Language or Dialect (EAL/D) students. An initial review of the academic literature revealed that this research topic has not been extensively researched within the Australian context. For this reason, this research project involved a systematic scoping study of the academic literature, based on the framework of Arksey and O’Malley (2005). This scoping study mapped the current research, and through a content analysis, synthesised the findings. In total, Level 1 searching of five digital data bases revealed 77 potential studies based on key word searches of titles and abstracts, published from 2010-2022. Further reading and searching refined these to 35 articles that addressed the research question. These articles revealed a range of themes that either challenged or supported the writing process for Australian EAL/D secondary students. These related to aspects at the policy, contextual and classroom level that shaped teachers’ knowledge practice, beliefs and skills in relation to teaching and learning, planning and assessing writing in a range of secondary areas. Gaps in the literature and a way forward, as well as implications for the future are discussed.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol31no2art1799
Kelly Shoecraft
Book review
书评
{"title":"Cenoz, J. & Gorter, D. (2021). Pedagogical Translanguaging. Cambridge University Press.","authors":"Kelly Shoecraft","doi":"10.21153/tesol2023vol31no2art1799","DOIUrl":"https://doi.org/10.21153/tesol2023vol31no2art1799","url":null,"abstract":"Book review","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"362 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1815
Jaione Diaz Mazquiaran
Book review
书评
{"title":"Lau, S. M. C., & Van Viegen, S. (2020). Plurilingual pedagogies. Critical and creative endeavors for equitable language in education","authors":"Jaione Diaz Mazquiaran","doi":"10.21153/tesol2023vol32no1art1815","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1815","url":null,"abstract":"Book review","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"189 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1846
Carly Steele, Toni Dobinson, Gerard Winkler
Despite the increasing levels of cultural and linguistic diversity represented in Australian classrooms, many universities do not adequately prepare teachers to teach English as an additional language or dialect (EAL/D). Moreover, in neoliberal educational regimes, teaching tends to remain steadfastly focused on monolingual conceptions of literacy development, and ‘evidence-based’ practices tend to reflect this stance. In this paper, we argue that due to the diversity and complexity of EAL/D learner cohorts, and current systemic constraints, teacher-researcher collaborations can be one avenue available to teachers to develop their knowledge and skills whilst simultaneously guiding future research. Drawing on ‘identity texts’ and arts-based approaches, we describe our collaboration with a teacher in a super-diverse primary school classroom setting to illustrate the ‘messiness’ of classroom research, the challenges, and the considerable opportunities to effectively respond to EAL/D learner needs whilst valuing and embracing their diverse linguistic repertoires.
{"title":"Using teacher-researcher collaborations to respond to the demands of ‘real-world’ EAL/D learning contexts across the curriculum","authors":"Carly Steele, Toni Dobinson, Gerard Winkler","doi":"10.21153/tesol2023vol32no1art1846","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1846","url":null,"abstract":"Despite the increasing levels of cultural and linguistic diversity represented in Australian classrooms, many universities do not adequately prepare teachers to teach English as an additional language or dialect (EAL/D). Moreover, in neoliberal educational regimes, teaching tends to remain steadfastly focused on monolingual conceptions of literacy development, and ‘evidence-based’ practices tend to reflect this stance. In this paper, we argue that due to the diversity and complexity of EAL/D learner cohorts, and current systemic constraints, teacher-researcher collaborations can be one avenue available to teachers to develop their knowledge and skills whilst simultaneously guiding future research. Drawing on ‘identity texts’ and arts-based approaches, we describe our collaboration with a teacher in a super-diverse primary school classroom setting to illustrate the ‘messiness’ of classroom research, the challenges, and the considerable opportunities to effectively respond to EAL/D learner needs whilst valuing and embracing their diverse linguistic repertoires.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"29 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1868
Leonardo Veliz, Gary J. Bonar
Due to the increasingly diverse nature of classrooms in Australia, a great deal of attention has been understandably dedicated to the pedagogical approaches, resources and conditions needed to cater for the needs of English as an additional language or dialect (EAL/D) learners in mainstream settings (see Dobinson & Buchori, 2016; Taplin, 2017). However, research has demonstrated that while the practices that take place within the classroom are essential to supporting EAL/D students, the institutional practices of the school community driven and underpinned by school leaders’ positionings, views on and attitudes towards diversity are fundamental to the creation and facilitation of opportunities for teachers across the curriculum to support a socially-just environment for all learners, including EAL/D students (Brooks et al., 2010; Theoharis & O’Toole, 2011). To better understand the views of school leaders, this article reports on a study into principals’ perceptions about the diverse needs of EAL/D learners in mainstream settings. Grounded in the premises of qualitative research methodologies (Stake, 2010), data was collected through in-depth semi-structured interviews that explored (i) principals’ views on diversity, (ii) the perceptions and positioning of EAL/D students in schools, and (iii) the role of suitable pedagogical approaches and their commitment to opportunities for professional learning to enhance responsiveness to EAL/D learners’ needs in mainstream settings. Thematic analysis of the interview data revealed that principals’ views on diversity acknowledged the pervasive presence of Anglophone teaching and leadership staff in school communities which contributes to colourblind perspectives on and deficit framings of EAL/D students and of their needs. To address these systemic and structural issues which heavily impact the classroom, principals indicated that suitable pedagogical approaches are needed along with effective avenues for professional learning (PL) to support EAL/D students in mainstream classes. Though small scale in design, this study also contributes empirical data to this under researched area of principals’ attitudes towards EAL/D students.
{"title":"School leadership attitudes towards EAL/D students and their commitment to professional learning for diverse contexts","authors":"Leonardo Veliz, Gary J. Bonar","doi":"10.21153/tesol2023vol32no1art1868","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1868","url":null,"abstract":"Due to the increasingly diverse nature of classrooms in Australia, a great deal of attention has been understandably dedicated to the pedagogical approaches, resources and conditions needed to cater for the needs of English as an additional language or dialect (EAL/D) learners in mainstream settings (see Dobinson & Buchori, 2016; Taplin, 2017). However, research has demonstrated that while the practices that take place within the classroom are essential to supporting EAL/D students, the institutional practices of the school community driven and underpinned by school leaders’ positionings, views on and attitudes towards diversity are fundamental to the creation and facilitation of opportunities for teachers across the curriculum to support a socially-just environment for all learners, including EAL/D students (Brooks et al., 2010; Theoharis & O’Toole, 2011). To better understand the views of school leaders, this article reports on a study into principals’ perceptions about the diverse needs of EAL/D learners in mainstream settings. Grounded in the premises of qualitative research methodologies (Stake, 2010), data was collected through in-depth semi-structured interviews that explored (i) principals’ views on diversity, (ii) the perceptions and positioning of EAL/D students in schools, and (iii) the role of suitable pedagogical approaches and their commitment to opportunities for professional learning to enhance responsiveness to EAL/D learners’ needs in mainstream settings. Thematic analysis of the interview data revealed that principals’ views on diversity acknowledged the pervasive presence of Anglophone teaching and leadership staff in school communities which contributes to colourblind perspectives on and deficit framings of EAL/D students and of their needs. To address these systemic and structural issues which heavily impact the classroom, principals indicated that suitable pedagogical approaches are needed along with effective avenues for professional learning (PL) to support EAL/D students in mainstream classes. Though small scale in design, this study also contributes empirical data to this under researched area of principals’ attitudes towards EAL/D students.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"6 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1814
S. Creagh, Skye Playsted, Anna Hogan, Tae-Hee Choi, Bob Lingard
Privatisation and commercialisation in education encompass a range of interrelated practices, including the outsourcing of educational services as well as increased reliance on commercially produced resources for the delivery of learning and assessment. An increase in these practices has accompanied the shift from centralised systemic management of schools and specific programs like English as an Additional Language/Dialect (EAL/D), to school autonomy whereby principals control budget expenditure decisions, ostensibly in response to the needs of their school population. The intersection between school autonomy, commercialisation and delivery of the specialised service of EAL/D is the focus of this paper. This paper presents the findings of a survey with EAL/D teachers in Australia, in relation to the extent to which they are experiencing commercialisation and the impact this is having on the delivery of a longstanding service designed to ensure equity of outcomes for English language learners. The data suggests that the use of commercial products in schools may not be aligned with appropriate educational practices which target language learning needs. There is a strong need for further research in the uptake and use of commercial products for specialist language support. This will elucidate the extent to which EAL/D as a specialisation is being impacted by the use of commercial products both in the appropriacy of the products and in the deprofessionalisation of specialist EAL/D teachers.
{"title":"Commercialisation in Australian public education and its implications for the delivery of English as an Additional Language/Dialect: An EAL/D teacher perspective","authors":"S. Creagh, Skye Playsted, Anna Hogan, Tae-Hee Choi, Bob Lingard","doi":"10.21153/tesol2023vol32no1art1814","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1814","url":null,"abstract":"Privatisation and commercialisation in education encompass a range of interrelated practices, including the outsourcing of educational services as well as increased reliance on commercially produced resources for the delivery of learning and assessment. An increase in these practices has accompanied the shift from centralised systemic management of schools and specific programs like English as an Additional Language/Dialect (EAL/D), to school autonomy whereby principals control budget expenditure decisions, ostensibly in response to the needs of their school population. The intersection between school autonomy, commercialisation and delivery of the specialised service of EAL/D is the focus of this paper. This paper presents the findings of a survey with EAL/D teachers in Australia, in relation to the extent to which they are experiencing commercialisation and the impact this is having on the delivery of a longstanding service designed to ensure equity of outcomes for English language learners. The data suggests that the use of commercial products in schools may not be aligned with appropriate educational practices which target language learning needs. There is a strong need for further research in the uptake and use of commercial products for specialist language support. This will elucidate the extent to which EAL/D as a specialisation is being impacted by the use of commercial products both in the appropriacy of the products and in the deprofessionalisation of specialist EAL/D teachers.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"16 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1909
Leonardo Veliz, Gary J. Bonar, Jessica Premier
This Special Issue has two primary goals. Firstly, we aim to bring together diverse perspectives and voices from across Australia that showcase the remarkable efforts that teachers and educators are already doing to cater for the needs of EAL/D learners in schools and mainstream environments. Secondly, and while acknowledging these commendable efforts by educators, we argue that more work is needed to address the persistent challenges in providing tailored support that addresses the diverse linguistic and cultural backgrounds of EAL/D students. We acknowledge that catering for EAL/D learners’ needs in schools and mainstream classes involves more than just structural adjustments. It necessitates a paradigm shift in educational perspectives. Beyond the accommodation of linguistic diversity, there is a crucial need to challenge and disrupt dominant deficit views that may prevail in educational settings. The insights gathered from these articles illuminate the multifaceted and dynamic landscape of EAL/D education in Australia. They collectively underscore the necessity for an integrated approach that encompasses not only specialized pedagogies but also a deep understanding of the cultural and linguistic diversity present in our classrooms.
{"title":"Editorial: Teaching EAL/D learners across the curriculum","authors":"Leonardo Veliz, Gary J. Bonar, Jessica Premier","doi":"10.21153/tesol2023vol32no1art1909","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1909","url":null,"abstract":"This Special Issue has two primary goals. Firstly, we aim to bring together diverse perspectives and voices from across Australia that showcase the remarkable efforts that teachers and educators are already doing to cater for the needs of EAL/D learners in schools and mainstream environments. Secondly, and while acknowledging these commendable efforts by educators, we argue that more work is needed to address the persistent challenges in providing tailored support that addresses the diverse linguistic and cultural backgrounds of EAL/D students. We acknowledge that catering for EAL/D learners’ needs in schools and mainstream classes involves more than just structural adjustments. It necessitates a paradigm shift in educational perspectives. Beyond the accommodation of linguistic diversity, there is a crucial need to challenge and disrupt dominant deficit views that may prevail in educational settings. The insights gathered from these articles illuminate the multifaceted and dynamic landscape of EAL/D education in Australia. They collectively underscore the necessity for an integrated approach that encompasses not only specialized pedagogies but also a deep understanding of the cultural and linguistic diversity present in our classrooms.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"53 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.21153/tesol2023vol32no1art1827
Jennifer Smith, Lynn Downes
With a rising percentage of English as an Additional Language or Dialect (EAL/D) learners in Australian schools and recent policy changes, increasingly these students find themselves learning curriculum content in mainstream classes without appropriate language learning support. Professional standards for teachers in Australia require graduates to demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds, including Indigenous learners. However, teachers report being ill-prepared for teaching in culturally and linguistically diverse classrooms. It seems that Initial Teacher Education (ITE) courses may not be consistently equipping preservice teachers with the necessary knowledge, dispositions, skills, and expertise to be responsive to EAL/D learners’ needs. This study analysed video-recordings of five practising EAL/D teachers responding to questions posed by ITE students from an Australian university. Using Fairclough's (2003) Critical Discourse Analysis (CDA) and a sociocultural lens, research results offer insights into knowledge and practical implications necessary for successful EAL/D student engagement in mainstream classrooms. This timely research presents five recommendations that will inform higher education institutions when developing ITE courses for preparing preservice teachers for culturally and linguistically diverse classrooms. Insights are shared for already practising mainstream classroom teachers.
{"title":"Implications for Initial Teacher Education (ITE) programs in preparing mainstream teachers for culturally and linguistically diverse classrooms","authors":"Jennifer Smith, Lynn Downes","doi":"10.21153/tesol2023vol32no1art1827","DOIUrl":"https://doi.org/10.21153/tesol2023vol32no1art1827","url":null,"abstract":"With a rising percentage of English as an Additional Language or Dialect (EAL/D) learners in Australian schools and recent policy changes, increasingly these students find themselves learning curriculum content in mainstream classes without appropriate language learning support. Professional standards for teachers in Australia require graduates to demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds, including Indigenous learners. However, teachers report being ill-prepared for teaching in culturally and linguistically diverse classrooms. It seems that Initial Teacher Education (ITE) courses may not be consistently equipping preservice teachers with the necessary knowledge, dispositions, skills, and expertise to be responsive to EAL/D learners’ needs. This study analysed video-recordings of five practising EAL/D teachers responding to questions posed by ITE students from an Australian university. Using Fairclough's (2003) Critical Discourse Analysis (CDA) and a sociocultural lens, research results offer insights into knowledge and practical implications necessary for successful EAL/D student engagement in mainstream classrooms. This timely research presents five recommendations that will inform higher education institutions when developing ITE courses for preparing preservice teachers for culturally and linguistically diverse classrooms. Insights are shared for already practising mainstream classroom teachers.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"38 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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