中学后识字和学习中的语言和文化多样性：继续对话（手稿征集）

Q2 Social Sciences Journal of College Reading and Learning Pub Date : 2021-10-02 DOI:10.1080/10790195.2021.1977045

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摘要

2020年，《大学阅读与学习杂志》在第50卷的所有四期中都以“中学后识字和学习中的语言和文化多样性”为主题。当时，编辑们表示希望鼓励对话，并促进在JCRL、CRLA成员、，以及其他方面。在第50卷中，JCRL发表了15篇文章，其中包括四篇受邀论文，涵盖了一系列主题。为了继续对话，JCRL的编辑们现在邀请投稿，为第52卷中的一期特刊发表，以回应第50卷中发表的任何文章。这可能包括但不限于

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Linguistic and Cultural Diversity in Postsecondary Literacy and Learning: Continuing the Conversation (Call for Manuscripts)

In 2020, the Journal of College Reading and Learning devoted all four issues of Volume 50 to the topic of “Linguistic and Cultural Diversity in Postsecondary Literacy and Learning.” At the time, the editors expressed a desire to encourage conversations and facilitate ongoing engagement with topics of linguistic and cultural diversity within the pages of JCRL, the membership of CRLA, and beyond. In Volume 50, JCRL published fifteen pieces, including four invited essays, covering a range of topics. In order to continue the conversation, the JCRL editors now invite contributions for a special issue to appear in Volume 52, responding to any of the pieces published in Volume 50. This could include, but is not limited to

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.