针对初学双语者的语言敏感性形成性评估：一名小学教师在数学课堂上的实践探索

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Multilingual Research Journal Pub Date : 2024-04-11 DOI:10.1080/19313152.2024.2339757

Xuexue Yang

引用次数: 0

摘要

本研究通过考察小学教师的评估专长、形成性评估与双语教学之间的联系，探讨了小学教师为初学双语的学生提供支持的响应能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom

This study explores the responsiveness of an elementary teacher’s support for emergent bilingual students by examining the connections between the teacher’s assessment expertise, formative assessme...

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来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.