Pub Date : 2022-05-04DOI: 10.1080/15348458.2022.2058511
Matthew R. Deroo, R. Pontier, Zhongfeng Tian
ABSTRACT This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their meaning-making about translanguaging as theory and praxis. Findings reveal four types of engaging opportunities: to expand and continue the co-construction of knowledge about translanguaging; to create space for teachers and students to translanguage; to engage students in clarifying inaccuracies or misunderstandings about translanguaging; and to complicate prior understandings of and socialization into language and how it works. Implications are provided to support the language teacher education community in developing pedagogy that better supports students’ understandings of translanguaging as a theory of language and practice.
{"title":"Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate TESOL Course","authors":"Matthew R. Deroo, R. Pontier, Zhongfeng Tian","doi":"10.1080/15348458.2022.2058511","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058511","url":null,"abstract":"ABSTRACT This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their meaning-making about translanguaging as theory and praxis. Findings reveal four types of engaging opportunities: to expand and continue the co-construction of knowledge about translanguaging; to create space for teachers and students to translanguage; to engage students in clarifying inaccuracies or misunderstandings about translanguaging; and to complicate prior understandings of and socialization into language and how it works. Implications are provided to support the language teacher education community in developing pedagogy that better supports students’ understandings of translanguaging as a theory of language and practice.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"38 1","pages":"160 - 173"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83535416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/15348458.2022.2058857
R. Pontier, Zhongfeng Tian
Translanguaging is now well documented as both theory and practice/pedagogy (e.g., Cenoz & Gorter, 2021; Creese & Blackledge, 2010; García, 2009; García et al., 2021; García & Wei, 2014; Lin, 2019; Ossa Parra & Proctor, 2021; Otheguy et al., 2015; Paulsrud et al., 2021; Pontier et al., 2020; Sánchez & García, 2021; Tian et al., 2020). As a theory, it highlights the unique, dynamic, creative, and intelligent ways that multilinguals perform while drawing on their entire linguistic repertoire (García & Wei, 2014). As a transformative practice/pedagogy, translanguaging provides access to otherwise incomprehensible texts and oral messaging (Celic & Seltzer, 2013; Creese & Blackledge, 2010), creates and sustains possibilities for effective interaction with diverse groups of students (García et al., 2017), counters hegemonic policies and expectations of both schools and society (Gort & Pontier, 2013; Sánchez et al., 2018), mirrors the community’s languaging practices (Martin-Beltrán, 2014), and affirms marginalized students’ identities (Canagarajah, 2011; Durán & Palmer, 2014; Sayer, 2013). Given its liberatory nature, translanguaging has been gaining traction with many critical TESOL and bilingual education scholars who draw on translanguaging in teacher education programs (Deroo & Ponzio, 2019; Robinson et al., 2018; Tian, 2020). However, preservice teachers report that the theories and practices taught in these programs are at odds with ideologies and practices in the academic settings that they observe and participate in (Pontier & Deroo, 2022; Pontier & Tian, in press), an indication that translanguaging has yet to be regularly taken up in PreK-12 classrooms (and beyond). Similarly, inservice teachers have expressed reservations toward or disagreement with instructional approaches that leverage both their own and their emergent bilingual students’ full linguistic repertoires (Martínez et al., 2015; Pontier & Ortega, 2021). We therefore recognize the critical need to focus on the role of translanguaging in teacher education. We see teacher education as a collaborative process among multiple stakeholders, including teacher educators, pre-service teachers, and in-service teachers. In other words, it is a continuous journey on which pre-service teachers and in-service teachers are co-designers and co-learners along with teacher educators (Tian & King, in press; Tian & Shepard-Carey, 2020), and not a linear set of tasks with a finite end. As such, it serves as a bridge to bring together diverse perspectives and experiences, including unlearning and relearning to develop and engage in translanguaging stance, design, and shifts (García et al., 2017). In an effort to help us better prepare pre-service teachers and provide professional development for in-service teachers to grapple with paradigmatic shifts in theory and pedagogy regarding working with emergent bilinguals, this special issue explores the study and use of translanguaging from university cours
现在，翻译作为理论和实践/教学法都得到了充分的记录(例如，Cenoz & Gorter, 2021;Creese & Blackledge出版社，2010;加西亚,2009;García等，2021;García & Wei, 2014;林,2019;Ossa Parra & Proctor, 2021;Otheguy et al.， 2015;Paulsrud et al.， 2021;Pontier et al.， 2020;Sánchez & García, 2021;田等人，2020)。作为一种理论，它强调了多语言者在利用其整个语言库时表现出的独特、动态、创造性和智能方式(García & Wei, 2014)。作为一种变革性的实践/教学法，译语提供了获取原本难以理解的文本和口头信息的途径(Celic & Seltzer, 2013;Creese & Blackledge, 2010)，创造并维持与不同学生群体有效互动的可能性(García等人，2017)，反对学校和社会的霸权政策和期望(Gort & Pontier, 2013;Sánchez et al.， 2018)，反映了社区的语言实践(Martin-Beltrán, 2014)，并肯定了边缘化学生的身份(Canagarajah, 2011;Durán & Palmer, 2014;说话的人,2013年)。鉴于其解放性质，翻译已经获得了许多批判性TESOL和双语教育学者的关注，他们在教师教育项目中利用了翻译(Deroo & Ponzio, 2019;Robinson et al.， 2018;田,2020)。然而，职前教师报告说，这些课程中教授的理论和实践与他们观察和参与的学术环境中的意识形态和实践不一致(Pontier & Deroo, 2022;Pontier & Tian，出版)，这表明在PreK-12(及以后)的教室里，翻译语言还没有被定期学习。同样，在职教师也对利用他们自己和他们的新兴双语学生的全部语言库的教学方法表示保留或不同意(Martínez等人，2015;Pontier & Ortega, 2021)。因此，我们认识到迫切需要关注翻译在教师教育中的作用。我们认为教师教育是多方利益相关者之间的合作过程，包括教师教育者、职前教师和在职教师。换句话说，这是一个持续的旅程，职前教师和在职教师与教师教育者一起共同设计者和共同学习者(Tian & King, In press;Tian & Shepard-Carey, 2020)，而不是具有有限终点的线性任务集。因此，它作为一个桥梁，汇集了不同的观点和经验，包括放弃和重新学习，以发展和参与译语立场，设计和转变(García等人，2017)。为了帮助我们更好地培养职前教师，并为在职教师提供专业发展，以应对与新兴双语者工作有关的理论和教学法的范式转变，本期特刊探讨了从大学课程到职前教师临床实习再到在职教师发展的跨语言研究和使用。这些教师教育的经验是通过关注美国境内的地理多样性(新英格兰、南佛罗里达、科罗拉多、加利福尼亚中部)、教师背景、学科领域(即TESOL/双语教育、科学、英语语言艺术和社会研究)以及教师教育作为正规教育和专业发展来呈现的。我们的特刊探讨了教师教育工作者、在职教师如何在教师教育中运用翻译理论和实践。我们特别解开动态和复杂的过程中，他们与传统的单语-语言之间的范例紧张
{"title":"Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education: Introduction to the Special Issue","authors":"R. Pontier, Zhongfeng Tian","doi":"10.1080/15348458.2022.2058857","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058857","url":null,"abstract":"Translanguaging is now well documented as both theory and practice/pedagogy (e.g., Cenoz & Gorter, 2021; Creese & Blackledge, 2010; García, 2009; García et al., 2021; García & Wei, 2014; Lin, 2019; Ossa Parra & Proctor, 2021; Otheguy et al., 2015; Paulsrud et al., 2021; Pontier et al., 2020; Sánchez & García, 2021; Tian et al., 2020). As a theory, it highlights the unique, dynamic, creative, and intelligent ways that multilinguals perform while drawing on their entire linguistic repertoire (García & Wei, 2014). As a transformative practice/pedagogy, translanguaging provides access to otherwise incomprehensible texts and oral messaging (Celic & Seltzer, 2013; Creese & Blackledge, 2010), creates and sustains possibilities for effective interaction with diverse groups of students (García et al., 2017), counters hegemonic policies and expectations of both schools and society (Gort & Pontier, 2013; Sánchez et al., 2018), mirrors the community’s languaging practices (Martin-Beltrán, 2014), and affirms marginalized students’ identities (Canagarajah, 2011; Durán & Palmer, 2014; Sayer, 2013). Given its liberatory nature, translanguaging has been gaining traction with many critical TESOL and bilingual education scholars who draw on translanguaging in teacher education programs (Deroo & Ponzio, 2019; Robinson et al., 2018; Tian, 2020). However, preservice teachers report that the theories and practices taught in these programs are at odds with ideologies and practices in the academic settings that they observe and participate in (Pontier & Deroo, 2022; Pontier & Tian, in press), an indication that translanguaging has yet to be regularly taken up in PreK-12 classrooms (and beyond). Similarly, inservice teachers have expressed reservations toward or disagreement with instructional approaches that leverage both their own and their emergent bilingual students’ full linguistic repertoires (Martínez et al., 2015; Pontier & Ortega, 2021). We therefore recognize the critical need to focus on the role of translanguaging in teacher education. We see teacher education as a collaborative process among multiple stakeholders, including teacher educators, pre-service teachers, and in-service teachers. In other words, it is a continuous journey on which pre-service teachers and in-service teachers are co-designers and co-learners along with teacher educators (Tian & King, in press; Tian & Shepard-Carey, 2020), and not a linear set of tasks with a finite end. As such, it serves as a bridge to bring together diverse perspectives and experiences, including unlearning and relearning to develop and engage in translanguaging stance, design, and shifts (García et al., 2017). In an effort to help us better prepare pre-service teachers and provide professional development for in-service teachers to grapple with paradigmatic shifts in theory and pedagogy regarding working with emergent bilinguals, this special issue explores the study and use of translanguaging from university cours","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"23 1","pages":"139 - 143"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89640431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/15348458.2022.2058858
C. Fine
ABSTRACT All learners bring ideas about science phenomena to classroom learning, including formative assessment tasks. Educators and scholars have long been interested in making school science, including assessment, more equitable and culturally meaningful for (bi)multilingual learners. Translanguaging is increasingly seen as an important assessment design principle in (bi)multilingual classrooms, including science classrooms. Despite the increasing popularity of translanguaging as a pedagogical and assessment tool, questions remain about how teachers co-design and interpret translanguaging on formative assessments when teachers do not share multiple linguistic resources with their students. This manuscript explores the journey of one experienced and highly qualified teacher, Emily, as she participates in a teacher-researcher co-design collaborative focused on inviting students to draw on and deploy translanguaging in science formative assessment. I qualitatively analyze illustrative conversations during the Reflect and Modify phase of four sequential (Trans)Formative Assessment Co-design (TAC) cycles. Findings point to the ways in which Emily began to develop translanguaging interpretive power to understand (bi)multilingual work as well as the confidence to lean into the knowledge she brought to the conversation. Ultimately, participation in collective conversations about (bi)multilinguals’ work supported Emily to expand her ideological stances into more concrete, agentive actions.
{"title":"Translanguaging Interpretive Power in Formative Assessment Co-Design: A Catalyst for Science Teacher Agentive Shifts","authors":"C. Fine","doi":"10.1080/15348458.2022.2058858","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058858","url":null,"abstract":"ABSTRACT All learners bring ideas about science phenomena to classroom learning, including formative assessment tasks. Educators and scholars have long been interested in making school science, including assessment, more equitable and culturally meaningful for (bi)multilingual learners. Translanguaging is increasingly seen as an important assessment design principle in (bi)multilingual classrooms, including science classrooms. Despite the increasing popularity of translanguaging as a pedagogical and assessment tool, questions remain about how teachers co-design and interpret translanguaging on formative assessments when teachers do not share multiple linguistic resources with their students. This manuscript explores the journey of one experienced and highly qualified teacher, Emily, as she participates in a teacher-researcher co-design collaborative focused on inviting students to draw on and deploy translanguaging in science formative assessment. I qualitatively analyze illustrative conversations during the Reflect and Modify phase of four sequential (Trans)Formative Assessment Co-design (TAC) cycles. Findings point to the ways in which Emily began to develop translanguaging interpretive power to understand (bi)multilingual work as well as the confidence to lean into the knowledge she brought to the conversation. Ultimately, participation in collective conversations about (bi)multilinguals’ work supported Emily to expand her ideological stances into more concrete, agentive actions.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"79 1","pages":"191 - 211"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85959986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/15348458.2022.2058859
L. Herrera
ABSTRACT This qualitative case study seeks to understand teacher residents’ journeys as they develop culturally and linguistically sustaining pedagogies and grow a translanguaging stance in a bilingual teacher residency program in California, U.S. This study is situated within university coursework that prepares teacher residents to support their future students’ dynamic language use through a teaching practice anchored in translanguaging theory and pedagogy. I examine how teacher residents negotiate the creation of translanguaging spaces in their clinical placements in a dual language bilingual classroom to support and nourish children’s bilingual identities and language practices. I also analyze the challenges and opportunities that teacher residents experience in their dual language bilingual education student-teaching placements as they engage in the theories and pedagogies in their university coursework and grow their critical bilingual literacies.
{"title":"Growing Critical Bilingual Literacies in a Bilingual Teacher Residency Program","authors":"L. Herrera","doi":"10.1080/15348458.2022.2058859","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058859","url":null,"abstract":"ABSTRACT This qualitative case study seeks to understand teacher residents’ journeys as they develop culturally and linguistically sustaining pedagogies and grow a translanguaging stance in a bilingual teacher residency program in California, U.S. This study is situated within university coursework that prepares teacher residents to support their future students’ dynamic language use through a teaching practice anchored in translanguaging theory and pedagogy. I examine how teacher residents negotiate the creation of translanguaging spaces in their clinical placements in a dual language bilingual classroom to support and nourish children’s bilingual identities and language practices. I also analyze the challenges and opportunities that teacher residents experience in their dual language bilingual education student-teaching placements as they engage in the theories and pedagogies in their university coursework and grow their critical bilingual literacies.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"28 1","pages":"174 - 190"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76264717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-26DOI: 10.1080/15348458.2022.2057312
Yanli Jia
{"title":"Teaching Chinese as an International Language: A Singapore Perspective, by Goh, Y. S.","authors":"Yanli Jia","doi":"10.1080/15348458.2022.2057312","DOIUrl":"https://doi.org/10.1080/15348458.2022.2057312","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"37 1","pages":"99 - 101"},"PeriodicalIF":1.7,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87912608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/15348458.2022.2025810
Jiang Hui
{"title":"Innovation in Language Learning and Teaching: The Case of China, by Reinders, H., Nunan, D. & Zou, B. (Eds.).","authors":"Jiang Hui","doi":"10.1080/15348458.2022.2025810","DOIUrl":"https://doi.org/10.1080/15348458.2022.2025810","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"25 1","pages":"280 - 282"},"PeriodicalIF":1.7,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73379471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1080/15348458.2022.2025811
Xuemei Chen
{"title":"Study Abroad, Second Language Acquisition and Interculturality, by Howard, M. (Ed.)","authors":"Xuemei Chen","doi":"10.1080/15348458.2022.2025811","DOIUrl":"https://doi.org/10.1080/15348458.2022.2025811","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"13 1","pages":"283 - 286"},"PeriodicalIF":1.7,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83424342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-16DOI: 10.1080/15348458.2022.2025539
Giselle Martinez Negrette
{"title":"Bilingual Ways with Words: Children’s Identity Enactment and Negotiation in a Dual Language Immersion Class","authors":"Giselle Martinez Negrette","doi":"10.1080/15348458.2022.2025539","DOIUrl":"https://doi.org/10.1080/15348458.2022.2025539","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"430 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80111115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.1080/15348458.2021.1938574
Tuuli From, H. Zilliacus, Gunilla Holm, Kirsi Wallinheimo
ABSTRACT This study focuses on students’ orientations towards multilingualism in a Swedish-speaking educational degree program in Finland. Swedish is one of the two national languages in Finland and basic education is provided separately in Finnish and Swedish, even if the current national policies strongly support multilingualism in education. We analyzed the language orientations in the students’ coursework (N = 52) in an educational sciences degree program that has an emphasis on multilingualism and social justice. The results showed that multilingual identities and linguistic repertoires were presented as valuable, but the students rarely identified themselves as multilingual. They perceived multilingualism as a resource and a means for inclusion, but concurrently also saw challenges in balancing between protecting the minority language and multilingual practices. The connection between multilingualism and social justice was visible in the students’ multiple and sometimes contradicting views, but the texts hardly raised questions of broader language-related societal inequality or discrimination.
{"title":"Students’ Orientations Towards Multilingualism and Social Justice in a Swedish-medium University Degree Program in Educational Sciences in Finland","authors":"Tuuli From, H. Zilliacus, Gunilla Holm, Kirsi Wallinheimo","doi":"10.1080/15348458.2021.1938574","DOIUrl":"https://doi.org/10.1080/15348458.2021.1938574","url":null,"abstract":"ABSTRACT This study focuses on students’ orientations towards multilingualism in a Swedish-speaking educational degree program in Finland. Swedish is one of the two national languages in Finland and basic education is provided separately in Finnish and Swedish, even if the current national policies strongly support multilingualism in education. We analyzed the language orientations in the students’ coursework (N = 52) in an educational sciences degree program that has an emphasis on multilingualism and social justice. The results showed that multilingual identities and linguistic repertoires were presented as valuable, but the students rarely identified themselves as multilingual. They perceived multilingualism as a resource and a means for inclusion, but concurrently also saw challenges in balancing between protecting the minority language and multilingual practices. The connection between multilingualism and social justice was visible in the students’ multiple and sometimes contradicting views, but the texts hardly raised questions of broader language-related societal inequality or discrimination.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"53 5-6 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90087767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-03DOI: 10.1080/15348458.2021.2008253
Scott E. Grapin, Lorena Llosa, Okhee Lee
{"title":"Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science","authors":"Scott E. Grapin, Lorena Llosa, Okhee Lee","doi":"10.1080/15348458.2021.2008253","DOIUrl":"https://doi.org/10.1080/15348458.2021.2008253","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"119 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73943259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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