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

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Theory Into Practice Pub Date : 2024-08-06 DOI:10.1080/00405841.2024.2389018

Melissa Adams Corral, Ashley Rodríguez

引用次数: 0

摘要

本文探讨了职前教师和在小学教授多语种学生的教师在围绕 "学习者的语言权 "设计课堂空间时所经历的相似之处。

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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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...

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来源期刊

Theory Into Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

3.10%

发文量

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.