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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 63-67 (2016) (2016)
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| 442 |
Contribution with Hand-Raising in Graduate Student Self-Selection: Bringing Legitimacy to the Focal Shift of Talk
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 35-39 (2016) (2016)
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| 443 |
Commentaries on Validity Issues in Foreign and Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp i-iii (2016) (2016)
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| 444 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 51-55 (2016) (2016)
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| 445 |
Literature and foreign languages learning: a conflict assumed as harmony ; A literatura e o ensino de línguas não-maternas: um conflito assumido como harmonia
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 22, n. 1 (2006) ; 1678-460X ; 0102-4450 (2016)
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| 446 |
From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 53-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 53-77 (2016)
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| 447 |
Special Issue Editors’ Notes: Linguistic diversity, equity and pedagogical innovation in higher education
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 1-5 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 1-5 (2016)
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| 448 |
Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 94-114 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 94-114 (2016)
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| 449 |
Book Review. Being a Teacher | Researcher. A Primer on Doing Authentic Inquiry Research on Teaching and Learning, by Konstantinos Alexakos (2015)
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 115-119 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 115-119 (2016)
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| 450 |
Kurdish Language Class in New York: A Platform for Social, Political and (Inter)personal Engagement
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 14-31 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 14-31 (2016)
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| 451 |
“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 78-93 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 78-93 (2016)
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| 452 |
The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 32-52 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 32-52 (2016)
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| 453 |
Uncovering Language Policy in Higher Education: Reflections from the Classroom
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 6-13 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 6-13 (2016)
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Abstract:
Aquest article analitza, a través de diferents aproximacions temàtiques, l'experiència de treball en una assignatura de política lingüística al Graduate Center de la Universitat de Nova York. Aquesta assignatura va formar part de la Iniciativa per al Futur, i va permetre als estudiants portar a terme recerques sobre comunitats lingüístiques en diferents campus d'educació superior a la ciutat de Nova York. Aquest article descriu les seves troballes a la llum dels actuals estudis de política lingüística en educació superior, específicament en contextos de gran diversitat. Es reclamen futures recerques sobre polítiques i pràctiques lingüístiques per informar la tasca docents en les diferents disciplines en l'educació superior. ; This paper analyzes salient issues that emerged over the course of a language policy action research course at the Graduate Center City University in New York. The course, embedded in the larger scope of the Futures Initiatives, allowed students to study different language communities across different campuses in New York. This piece describes these findings in light of language policy and higher education in super diverse contexts and argues for further exploration of language practices to inform the work of educators across different settings in higher education. ; Este trabajo analiza a través de distintos lentes temáticos, la experiencia de trabajo en un curso de política lingüística en el Graduate Center en la Universidad de Nueva York. Dicho curso formo parte de la Iniciativa para el Futuro, y permitió a los estudiantes investigar comunidades lingüísticas en diferentes campus de educación superior en la ciudad de Nueva York. Este articulo describe sus hallazgos a la luz de los actuales estudios de política lingüística en educación superior, específicamente en contextos de gran diversidad, y promueve mayor estudio de políticas y practicas lingüísticas para informar el trabajo de educadores en distintas disciplinas en la educación superior. ; Cet article analyse les principales questions qui ont émergé au cours d'un stage de recherche-action de la politique linguistique au le Graduate Center à l'Université de New York. Le cours, intégré dans le cadre plus large des Future Initiatives, a permis aux élèves d'étudier les différentes communautés linguistiques à travers les différents campus à New York. Cette pièce décrit ces résultats à la lumière de la politique linguistique et l'enseignement supérieur en contextes super divers et plaide pour une exploration plus poussée des pratiques linguistiques pour informer le travail des éducateurs à travers différents paramètres dans l'enseignement supérieur.
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Keyword:
Applied linguistics; diversity; global languages; language education policy; multilingualism
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URL: http://www.raco.cat/index.php/Bellaterra/article/view/v9-n2-makar
https://doi.org/10.5565/rev/jtl3.675
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| 454 |
An Interview with Dr. Ofelia García on the Past, Present and Future of Language Policy
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 120-130 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 120-130 (2016)
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| 455 |
Integrated versus decontextualized approaches to vocabulary instruction in a second language writing course ; Master of Arts
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