同伴辅导是增强中断正规教育的双语学生识字能力的做法

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Adolescent & Adult Literacy Pub Date : 2024-07-07 DOI:10.1002/jaal.1372

Betty Thomason, Natalia A. Ward

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引用次数: 0

摘要

随着人们对当今学校公平教育实践重要性的日益关注，发现越来越多的新兴双语学生没有接受过持续的正规教育，可能在整体读写能力方面存在困难。这些学生被称为 "中断正规教育的学生"（SIFE），他们需要新颖的教育方法来满足其特殊的学术和社会需求。这篇讨论文章的目的是建议将同伴辅导作为提高青少年双语 SIFE 的读写能力和整体归属感的工具。

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Peer tutoring as an empowering literacy practice for bilingual Students with Interrupted Formal Education

Heightened attention to the importance of equitable educational practices in today's schools reveals a growing number of emergent bilingual students who have not received consistent formal education and may be struggling with overall literacy. Labeled as Students with Interrupted Formal Education (SIFE), these learners require novel educational approaches to address their specific academic and social needs. The purpose of this discussion article is to suggest the utility of peer tutoring as a vehicle for increasing literacy and overall sense of belonging for adolescent bilingual SIFE.

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来源期刊

Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

11.10%

发文量

期刊介绍： The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research