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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
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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)
	Abstract: En este trabajo analizamos la contribución del programa de Aulas Temporales de Adaptación Lingüística (ATAL en adelante) a la construcción de una escuela más intercultural en Andalucía. Se trata de una reflexión necesaria, dado que estas aulas son la principal respuesta del sistema educativo andaluz a la presencia de alumnado extranjero. Para ello, partimos del análisis de los resultados obtenidos en una investigación cualitativa (1) realizada durante el curso 2014-15 en la provincia de Cádiz, basada en entrevistas, grupos de discusión y observación participante. Esta información nos permitirá conocer la situación actual del programa en Cádiz, sus posibilidades y sus limitaciones y cómo esto repercute en las escuelas. Los principales aspectos sobre los que trabajaremos son organizativos (a qué alumnado atiende, cómo lo atiende y durante cuánto tiempo) y sobre el profesorado de estas aulas (formación, itinerancia entre los centros y funciones de su puesto). ; This study analyses the contributions of the programme Aulas Temporales de Adaptación Lingüística (Linguistic Adaptation Temporary Classrooms / Here in after ATAL) to the development of increasingly intercultural schools in Andalucia. This is a necessary reflection, since these classrooms are the main response by the Andalucía’s education system to the presence of foreign students at school centres. For this purpose, we have started by analysing the results obtained from a qualitative research carried out during the academic year 2014-2015 in Cadiz province. It is based on interviews, discussion groups and the participative observation of the class groups by the researchers. The information obtained will allow us to recognize the current situation of the programme in Cadiz, its possibilities and limitations and how these may affect the schools. The main focuses of our research are going to be the organization (which students does it include, how does it care for them and for how long) and the teachers in those classrooms (training, itinerary employment between centres and functions).
	Keyword: alumnado extranjero; Andalucía; ATAL; educación intercultural; immigrant students; intercultural education
	URL: https://doi.org/10.25267/Hachetetepe.2016.v1.i12.7 http://hdl.handle.net/10498/23422
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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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