职前教师在英语学习者课程中的参与度和认同感

IF 1.7 Q1 LINGUISTICS

Bilingual Research Journal Pub Date : 2024-04-17 DOI:10.1080/15235882.2024.2342471

Laura Quaynor, Berenice Diaz, Giovanni Llinas Rosa, Jun Wang

引用次数: 0

摘要

本研究探讨了职前教师（PSTs）对促进语言发展的教学框架（LRT）的理解。本研究采用了混合方法。定量数据包括教师的教学能力、教学方法和教学手段。

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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Engagement and identity among pre-service teachers in English learner coursework

This study examines the understanding of a linguistically responsive teaching framework (LRT) among pre-service teachers (PSTs). This study employed a mixed-method approach. The quantitative data d...

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来源期刊

Bilingual Research Journal LINGUISTICS-

CiteScore

2.60

自引率

12.50%

发文量

期刊介绍： The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education. Topics include: -Assessment- Biliteracy- Indigenous languages- Language planning- Language politics- Multilingualism- Pedagogical approaches- Policy analysis- Instructional research- Language planning- Second language acquisition. The journal has a strong interest in matters related to the education of language minority children and youth in the United States, grades PreK-12, but articles focusing on other countries are often included if they have implications for bilingual education in the U.S.