5岁双语者的语言优势和能力

Q4 Social Sciences

Word of Mouth Pub Date : 2022-12-13 DOI:10.1177/10483950221136353d

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引用次数: 0

摘要

丹扎克，r.l.(2011)。通过多元文化定义身份:EL青少年以图形故事的形式叙述他们的移民经历。青少年与成人文化，55(3)，187-196。埃默里特，T.(2014)。“听故事，讲故事，教故事”:数字叙事和难民中学生。中间的声音，21(4)，33-38。吉，j.p.(1996)。社会语言学与文学:话语中的意识形态。泰勒和弗朗西斯。heple, E.， Sockhill, M.， Tan, A.， and Alford, J.(2014)。多元素养教学法:与青少年、初学英语后的学习者一起创作粘土。青少年与成人识字，8(3)，219-229。克雷斯，G.(2003)。新媒体时代的读写能力。伦敦:劳特利奇。新伦敦集团。（1996）．多元素养教学法:设计社会未来。哈佛教育评论，66,60-92。Rajendram, S.(2015)。多元素养教学法在英语学习者教学中的潜力:文献综述。教育的关键十字路口，3,1-18。

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Language Dominance and Proficiency in 5-year old Bilinguals

Danzak, R. L. (2011). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent & Adult Literacy, 55(3), 187–196. Emert, T. (2014). “Hear a story, tell a story, teach a story”: Digital narratives and refugee middle schoolers. Voices From the Middle, 21(4), 33–38. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. Taylor & Francis. Hepple, E., Sockhill, M., Tan, A., & Alford, J. (2014). Multiliteracies pedagogy: Creating claymations with adolescent, post-beginner English language learners. Journal of Adolescent & Adult Literacy, 8(3), 219–229. Kress, G. (2003). Literacy in the new media age. London: Routledge. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92. Rajendram, S. (2015). Potentials of the multiliteracies pedagogy for teaching English language learners (ELLs): A review of the literature. Critical Intersections in Education, 3, 1–18.

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来源期刊

Word of Mouth Social Sciences-Education

CiteScore

0.10

自引率

0.00%

发文量

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