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Hits 1 – 20 of 101

1	Teachers’ Global Perceptions and Views, Practices and Needs in Multicultural Settings
	Zoe Karanikola; Glykeria Katsiouli; Nektaria Palaiologou
	In: Education Sciences; Volume 12; Issue 4; Pages: 280 (2022)
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2	“Vamos Juntos en Esto”: Peer Interaction and Affordances for Language Development among Adolescent Newcomers in Language and Content Classrooms
	Lang, Nora W. - : eScholarship, University of California, 2021
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3	Una proposta didattica basata sul translanguaging per l’inclusione e il supporto a studenti universitari plurilingui ...
	Piangerelli, Eleonora. - : Studi di glottodidattica, 2021
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4	Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
	Kunnel, Johnson. - : Werklund School of Education, 2021
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5	Nos/otrxs Que Fuimos Separados: Recovering Testimonios of Separation and Resistance
	Rodriguez-Campo, Marcela
	In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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6	The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors
	Carrión Martínez, José Juan; Ciaccio, Stefania; Fernández Martínez, María del Mar. - : MDPI, 2021
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7	The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors
	Carrión-Martínez, José Juan; Ciaccio, Stefania; Fernández-Martínez, María del Mar. - : MDPI, 2021
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8	Una proposta didattica basata sul translanguaging per l’inclusione e il supporto a studenti universitari plurilingui
	Piangerelli, Eleonora
	In: Studi di glottodidattica; V. 6, N. 1 (2021); 73 - 90 ; 1970-1861 (2021)
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9	Using Research Knowledge: Immigrant South Asian Women Graduate Students as Knowledge Mobilization Agents
	Hossain, Fatema Rehana. - : University of Toronto, 2021
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10	Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers
	Rodríguez-Izquierdo, Rosa M.
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 25-41 (2021)
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11	Leveraging Latin American Cultural & Linguistic Diversity for Academic Achievement: A Professional Development Guide for US Teachers
	Earl, Amanda Kathleen. - 2020
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12	Undocumented Educations: Everyday Educational Practices of Recently Immigrated Youth Beyond Inclusion/exclusion
	Corson, Jordan. - 2020
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13	“I Was Given a Second Chance”: Retrospective Life History Stories from Generation 1.25 Immigrant Students
	Tran, Ngoc Hong. - : eScholarship, University of California, 2020
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14	Transformative Civic Education with Elementary Students: Learning from Students and Their Teacher in a Bilingual Classroom
	Somerville-Braun, Jessica
	In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1586022394389801 (2020)
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15	Leveraging Latin American Cultural & Linguistic Diversity for Academic Achievement: A Professional Development Guide for US Teachers ...
	Earl, Amanda Kathleen. - : Columbia University, 2020
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16	Exploring SL Writing and SL Sensitivity during Writing Tasks : poor and advanced writing in a context of second language other than English
	Simões, C.; Martins, Margarida Alves; Figueiredo, Sandra. - : World Academy of Science, Engineering and Technology, 2020
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17	New methodologies for second language assessment : measuring and identifying profiles in migrant school contexts
	Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes. - : IATED Academy, 2020
	Abstract: In Education, the policy related to immigrant school population is of upmost importance considering the migratory history and the current scenarios of Multilingual classrooms. The research evidence in second language area is a very recent period in science, mainly regarding the assessment concerns and responsiveness. To be inclusive, school professionals needs differentiated tools to assess and place students. The diagnostic evaluation is the first step in educational scientific research, in this field. On one hand, the language assessment in second language context is still a gap in portuguese schools and at research settings; on the other hand, the international scientific research still presents contradictory frameworks regarding standardization of norms and benchmarks to develop tests and scoring. In this work new methodologies are addressed as instrument for school improvement, specifically regarding second language learners. Our research is focused in the development of a diagnostic test to assess proficiency and skills of students in Portuguese language, creating validated measuring and reliable training in this area. Literacy practitioners should be aware of profiles and needs of immigrant students, so far this was not achieved in our national system using oversampling in research studies. Particularly here we will provide an examination of the type of responses that Portuguese language learners present in such second language diagnostic tests, integrating several tasks to ensure enough observations and reliable scores, to determine profiles that inform how to score constructed-response items. This research will be able to describe the type of responses and specific language errors that would be useful as training clues (as rubrics for each content area) to define correct language and grammar to be expected to receive positive scores in the test. Teachers and students are still unfamiliar with these tests and the orientation about fulfilment and scores should be supported by research results and validated material to help to apply specific evaluation to specific responses, in real school contexts. ; info:eu-repo/semantics/publishedVersion
	Keyword: Assessment; Immigrant students; Scoring; Second language; Validation
	URL: http://hdl.handle.net/10400.12/7693
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18	Integração e validação de testes pioneiros em contexto escolar migrante: perspetivas sobre avaliação diagnóstica e desempenho académico em língua segunda.
	Fernandes, Sandra; Silva, Carlos Fernandes da; Martins, Margarida Alves. - : Instituto de Educação da Universidade de Lisboa, 2020
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19	Aportaciones de programa ATAL a los centros educativos desde un punto de vista intercultural ; Contributions of the ATAL programme to the education centres from an intercultural point of view
	Goenechea Permisán, Cristina; Iglesias Alférez, Cristina
	In: Hachetetepé. Revista científica de Educación y Comunicación 12. pp. 89-103 (2020)
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20	Reflections on COVID-19 and impacts on equitable participation : the case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education
	Mupenzi, Alfred (R19711); Mude, William W.; Baker, Sally. - : U.K., Routledge, 2020
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