{"title":"没有语言的社区为双语/多语种学生设计课堂空间时的考虑因素，让他们能够发言、倾听并被倾听","authors":"Melissa Adams Corral, Ashley Rodríguez","doi":"10.1080/00405841.2024.2389018","DOIUrl":null,"url":null,"abstract":"This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to sp...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"24 1","pages":""},"PeriodicalIF":2.5000,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A community sin vergüenza: Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard\",\"authors\":\"Melissa Adams Corral, Ashley Rodríguez\",\"doi\":\"10.1080/00405841.2024.2389018\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to sp...\",\"PeriodicalId\":48177,\"journal\":{\"name\":\"Theory Into Practice\",\"volume\":\"24 1\",\"pages\":\"\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2024-08-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Theory Into Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/00405841.2024.2389018\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Theory Into Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00405841.2024.2389018","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A community sin vergüenza: Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard
This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to sp...
期刊介绍：
Published since 1962, Theory Into Practice (TIP) is a nationally recognized, peer reviewed journal featuring multiple perspectives and scholarly, yet practical and engaging, discussions of important issues in education. TIP publishes articles covering all levels and areas of education, including learning and teaching; counseling; assessment; teacher education and professional development; classroom management; administration and supervision; curriculum; policy; and technology. Each issue of TIP is devoted to a timely theme developed by a Guest Editor who has expertise in the theme area.
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