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The Challenges and Benefits of Maintaining ECE Children's Home Languages in New Zealand
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“Giving yourself some breathing room…”: an exploration of group meditation for people with aphasia
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Noticing for Equity to Sustain Multilingual Literacies
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In: Journal of Adolescent and Adult Literacy, vol 63, iss 4 (2020)
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Writing Centers and Students’ Experiences with Writing in College
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Chen, Vicky. - : eScholarship, University of California, 2020
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Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs ...
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Abstract:
This qualitative comparative case study explores the perspectives of 30 critical stakeholders, including parents, school administrators, and central office personnel, on perceptions of dual language education (DLE) programs at two public dual language schools in a large Mid-Atlantic metropolitan district. This study also explores how these different stakeholders access and perceive access to these programs. Grounded in a conceptual framework that includes Ruiz’s orientations of language (1984), interest convergence (Bell, 1980), critical consciousness (Cervantes-Soon et al., 2017; Palmer, et al., 2019), and equity (Espinoza, 2007; Monk, 1990; Murphy, 1988), this study uses semi-structured interviews to demonstrate converging and diverging views on equitable access to dual language programs. In the focal district of this study, a lottery system offers a mechanism for school choice, but this process does not always lead to access to dual language programs due to high demand and long waitlists. Latinx families ...
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Keyword:
access; bilingual; Bilingual education; dual language; Education policy; equity; perspectives; Spanish
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URL: https://dx.doi.org/10.13016/nhcr-plqh http://drum.lib.umd.edu/handle/1903/26107
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Multiple perspectives in conflict settings : an introduction
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Investigating Teachers’ Perspectives on Using Students' First Language in the English as a Second Language Classroom in Guangzhou China
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Climate Justice Literacy: Stories-We-Live-By, Ecolinguistics, and Classroom Practice
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In: Teaching and Learning Faculty Publications (2020)
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ESL teachers’ perceptions of good mentoring practice in Senegal: An indigenous, postcolonial, and sociocultural analysis
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Theoretical distinction between functional states in working memory and their corresponding neural states
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In: Vis cogn (2020)
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Zooming Towards a Telehealth Solution for Vulnerable Children with Obesity During COVID‐19
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In: Obesity (Silver Spring) (2020)
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Continuing Education for Prehospital Healthcare Providers in India – A Novel Course and Concept
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In: Open Access Emerg Med (2020)
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Student and teacher perspectives on CLIL in German-speaking upper secondary schools in South Tyrol
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The Attitudes and Perspectives of Filipino-Americans Regarding Speech and Language Disorders
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Artificial intelligence and indigenous perspectives: Protecting and empowering intelligent human beings
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Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs
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CRITICAL CULTURAL PERSPECTIVES ON TEACHING ARABIC AS A FOREIGN LANGUAGE (TAFL): A CRITICAL ETHNOGRAPHIC INVESTIGATION OF A US COLLEGE-LEVEL COURSE
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In: Doctoral Dissertations (2020)
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Translating Birth Stories as Counter-Narratives
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In: Mutatis Mutandis: Revista Latinoamericana de Traducción, ISSN 2011-799X, Vol. 13, Nº. 1, 2020 (Ejemplar dedicado a: Hacia una traductología feminista transnacional), pags. 45-63 (2020)
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TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)
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In: ELT Worldwide: Journal of English Language Teaching, Vol 7, Iss 2, Pp 94-103 (2020) (2020)
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