標(biāo)題: Titlebook: English and Students with Limited or Interrupted Formal Education; Global Perspectives Luis Javier Pentón Herrera Book 2022 The Editor(s) [打印本頁(yè)] 作者: intern 時(shí)間: 2025-3-21 17:28
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書(shū)目名稱(chēng)English and Students with Limited or Interrupted Formal Education讀者反饋
書(shū)目名稱(chēng)English and Students with Limited or Interrupted Formal Education讀者反饋學(xué)科排名
作者: ADOPT 時(shí)間: 2025-3-21 20:26
978-3-030-86965-6The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 帶來(lái) 時(shí)間: 2025-3-22 03:32
English and Students with Limited or Interrupted Formal Education978-3-030-86963-2Series ISSN 1572-0292 Series E-ISSN 2215-1656 作者: 陶醉 時(shí)間: 2025-3-22 07:01 作者: 完整 時(shí)間: 2025-3-22 12:16
Educational Linguisticshttp://image.papertrans.cn/e/image/311201.jpg作者: faultfinder 時(shí)間: 2025-3-22 14:57
https://doi.org/10.1007/978-981-19-3081-2(SLIFE) in English-speaking environments and how to best support them. More specifically, in this edited volume, I bring the SLIFE population front and center by collecting high-quality contributions that shed light, advance, and educate readers on how to best support SLIFE in learning settings (K-1作者: faultfinder 時(shí)間: 2025-3-22 19:04
https://doi.org/10.1007/978-3-319-64090-7ally, the authors problematize the label of SLIFE, its use, and advance the conversation to propose future directions. To accomplish this, the authors divide the chapter into four main sections: (1) introduction, (2) problematizing SLIFE, (3) expanding definitions of interrupted and limited formal e作者: Compatriot 時(shí)間: 2025-3-23 00:27
h-speaking countries with a growing number of SLIFE: Australia, Canada, and the United Kingdom. Thus, this chapter has been organized into four main sections: (1) introduction to SLIFE, (2) in-depth overview of SLIFE in primary and secondary U.S. classrooms, (3) overview of SLIFE in primary and seco作者: BOLT 時(shí)間: 2025-3-23 03:50
Emile Aarts,Hein Fleuren,Ton Wilthagenries and participate in literacy education and second language learning for adults (LESLLA) programs. In order to provide an accurate perspective of LESLLA students, this chapter will (1) examine characteristics of the adult learner population, (2) provide an overview of diverse learning settings fo作者: Felicitous 時(shí)間: 2025-3-23 07:45
https://doi.org/10.1007/978-1-4613-2904-6errupted formal education: bridging where they are and what they need. Corwin, 2017; UNESCO, Global education monitoring report 2019: Migration, displacement and education–building bridges, not walls. UNESCO, 2018) resulting from national and international migration of children and families around t作者: Conserve 時(shí)間: 2025-3-23 11:30 作者: reperfusion 時(shí)間: 2025-3-23 15:39
https://doi.org/10.1057/9781137329677 the university level. Consequently, there is a great discrepancy across the country on what pre-service teachers are expected to know and are able to do with regards to second language learners in general, and students with limited or interrupted formal education in particular. This chapter will pr作者: Adrenaline 時(shí)間: 2025-3-23 21:10
The New Cycle and New Finance in China develop age-appropriate literacy and content knowledge. Equally important, and often overlooked, SLIFE have not formed an identity as a learner in a formal educational setting, and do not know how to “do school,” ranging from knowing where to put their name on a paper to how to behave and participa作者: Repetitions 時(shí)間: 2025-3-24 02:15
The New Deal as a Triumph of Social Workdolescent students with limited or interrupted formal education (SLIFE). Consequently, secondary school teachers are challenged to meet the print literacy needs of SLIFE within traditional English as a second language (ESL) instructional settings. Despite evidence that suggests the benefits of modif作者: 竊喜 時(shí)間: 2025-3-24 05:00 作者: PTCA635 時(shí)間: 2025-3-24 08:13
The New Diversity of Family Life in Europedents with limited or interrupted formal education (SLIFE). In particular, we focus on K-12 SLIFE who immigrate from Latin America to the U.S. First, we examine how the culture of U.S. schooling does not match SLIFE’ cultural backgrounds. Second, we suggest educators must take into account the exist作者: 絕種 時(shí)間: 2025-3-24 11:18 作者: 背書(shū) 時(shí)間: 2025-3-24 16:28 作者: 起波瀾 時(shí)間: 2025-3-24 22:40
The New Eastern Mediterranean Transformedted formal education (SLIFE). Problem-based service-learning instruction fosters literacy development and the skills that SLIFE will need in their future workplaces as identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (Education for all 2000–2015, EFA Global作者: 爆炸 時(shí)間: 2025-3-25 02:47 作者: 鋼盔 時(shí)間: 2025-3-25 04:23
https://doi.org/10.1007/978-1-4613-2904-6 potential for interconnecting concerns from special education, immigration status, and intergenerational trauma, to advocate effectively for SLIFE. In this chapter, we identify opportunities for and practices of advocacy to improve the education of SLIFE of all ages, in K-12 and adult learning cont作者: 排他 時(shí)間: 2025-3-25 09:22 作者: patriot 時(shí)間: 2025-3-25 15:38 作者: 畸形 時(shí)間: 2025-3-25 16:36 作者: 任意 時(shí)間: 2025-3-25 20:02
https://doi.org/10.1007/978-3-662-46590-5eeds are not being met. This chapter will provide an insight of best practices for teaching adolescent SLIFE before they age out from public education, focusing on their personal background, histories, literacy, and language needs. Research findings indicate that?high school ESOL teachers lack liter作者: 修剪過(guò)的樹(shù)籬 時(shí)間: 2025-3-26 00:30 作者: Jubilation 時(shí)間: 2025-3-26 08:22
https://doi.org/10.1007/978-3-319-08903-4 consider taking if we want to co-learn with them. I conclude by offering a few questions to discuss how to co-deconstruct the binary and essentialized thinking in our personal and professional spaces after we finish this chapter.作者: Toxoid-Vaccines 時(shí)間: 2025-3-26 09:49 作者: 種植,培養(yǎng) 時(shí)間: 2025-3-26 16:20 作者: Dendritic-Cells 時(shí)間: 2025-3-26 19:19
Book 2022terest to teacher educators, in-service and pre-service teachers, Englishliteracy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments..作者: 強(qiáng)制性 時(shí)間: 2025-3-26 22:12
Why, How, and Where to Advocate for English Learners with Limited or Interrupted Formal Education potential for interconnecting concerns from special education, immigration status, and intergenerational trauma, to advocate effectively for SLIFE. In this chapter, we identify opportunities for and practices of advocacy to improve the education of SLIFE of all ages, in K-12 and adult learning cont作者: 金哥占卜者 時(shí)間: 2025-3-27 02:06
Fear Not the Trauma Story: A Trauma-Informed Perspective to Supporting War-Affected Refugees in Schoty and belongingness in the school and classroom will support mental health and well-being. When war-affected students feel safe and a sense of belonging in their schools and classrooms, they are more likely to voluntarily share details of their lived experiences during pre-, trans-, and post-migrat作者: 鉤針織物 時(shí)間: 2025-3-27 08:47
Making Space for Students with Limited or Interrupted Formal Education in Teacher Education24, 2005), good teaching for ELs does not necessarily deliver the additional literacy, content, and school culture basics that SLIFE require. This poses a dilemma for teacher educators who rarely include such curriculum or strategies in their programs. This chapter explores how teacher educators can作者: FOLD 時(shí)間: 2025-3-27 12:51 作者: Ingrained 時(shí)間: 2025-3-27 16:03 作者: arthrodesis 時(shí)間: 2025-3-27 18:24
Fostering the Resilience and Cultural Wealth of Students with Limited or Interrupted Formal Educatioural knowledge that these students have and integrate them into the classroom setting to ensure better academic outcomes and the overall well-being of these learners. We encourage educators to focus on the students’ strengths to create inclusive classrooms that will support SLIFE academically, emoti作者: llibretto 時(shí)間: 2025-3-28 00:25 作者: crutch 時(shí)間: 2025-3-28 03:52
Supporting Elementary-Age ELs with Limited or Interrupted Formal Education: Literacy Events for Famils with ELs and their families (Martínez-Alba G., Cruzado-Guerrero J. Wordless books: so much to say. TESOL Press, 2015). The authors conclude with recommendations for teacher education programs based on research and their numerous practical experiences. Examples are also provided throughout the cha作者: 宣稱(chēng) 時(shí)間: 2025-3-28 09:51
The Promise of Problem-Based Service-Learning and SLIFE: Building a Future in the Middle School, Higoom, (3) real-life applications of PBSL in the middle school, high school, and General Educational Development (GED) classrooms; and (4) final thoughts. The primary purpose of this chapter is to showcase the promise of problem-based service-learning for the SLIFE population in providing the developm作者: leniency 時(shí)間: 2025-3-28 11:18
1572-0292 s, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments..978-3-030-86965-6978-3-030-86963-2Series ISSN 1572-0292 Series E-ISSN 2215-1656 作者: debacle 時(shí)間: 2025-3-28 17:10 作者: 織布機(jī) 時(shí)間: 2025-3-28 20:33
in these four countries. Notably, the primary purpose of this chapter is to bring clarity to the current state and reality of the K-12 SLIFE population in the United States, Australia, Canada, and the United Kingdom, as these four countries represent the largest recipients of refugees resettling in English-speaking nations.作者: 滲透 時(shí)間: 2025-3-28 23:57 作者: SOW 時(shí)間: 2025-3-29 05:59 作者: 背書(shū) 時(shí)間: 2025-3-29 11:13
Students with Limited or Interrupted Formal Education in Primary and Secondary Classrooms in the U.Sin these four countries. Notably, the primary purpose of this chapter is to bring clarity to the current state and reality of the K-12 SLIFE population in the United States, Australia, Canada, and the United Kingdom, as these four countries represent the largest recipients of refugees resettling in English-speaking nations.作者: Flatus 時(shí)間: 2025-3-29 13:23 作者: 缺陷 時(shí)間: 2025-3-29 16:50
Book 2022ultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments作者: 完整 時(shí)間: 2025-3-29 23:38 作者: Incompetent 時(shí)間: 2025-3-30 01:01 作者: Pseudoephedrine 時(shí)間: 2025-3-30 07:58 作者: kyphoplasty 時(shí)間: 2025-3-30 10:32 作者: 矛盾心理 時(shí)間: 2025-3-30 15:16
1572-0292 nal, mental and social-emotional needs of students with limi.This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversati作者: 征服 時(shí)間: 2025-3-30 20:37
Introduction: Students with Limited or Interrupted Formal Education in K-12 and Adult Education,(SLIFE) in English-speaking environments and how to best support them. More specifically, in this edited volume, I bring the SLIFE population front and center by collecting high-quality contributions that shed light, advance, and educate readers on how to best support SLIFE in learning settings (K-1作者: 出處 時(shí)間: 2025-3-31 00:32
Advancing the Conversation: Humanizing and Problematizing the Conversation About the Students We Calally, the authors problematize the label of SLIFE, its use, and advance the conversation to propose future directions. To accomplish this, the authors divide the chapter into four main sections: (1) introduction, (2) problematizing SLIFE, (3) expanding definitions of interrupted and limited formal e作者: mechanical 時(shí)間: 2025-3-31 02:42 作者: 食料 時(shí)間: 2025-3-31 06:32
Adult English Learners with Limited or Interrupted Formal Education in Diverse Learning Settingsries and participate in literacy education and second language learning for adults (LESLLA) programs. In order to provide an accurate perspective of LESLLA students, this chapter will (1) examine characteristics of the adult learner population, (2) provide an overview of diverse learning settings fo作者: Commission 時(shí)間: 2025-3-31 11:32
Why, How, and Where to Advocate for English Learners with Limited or Interrupted Formal Educationerrupted formal education: bridging where they are and what they need. Corwin, 2017; UNESCO, Global education monitoring report 2019: Migration, displacement and education–building bridges, not walls. UNESCO, 2018) resulting from national and international migration of children and families around t作者: 諄諄教誨 時(shí)間: 2025-3-31 17:12
Fear Not the Trauma Story: A Trauma-Informed Perspective to Supporting War-Affected Refugees in Scho and youth below the age of 18 (2020). Of those displaced persons, 20.4?million fall under UNHCR’s mandate, which protects individuals who have well-founded fears of being persecuted in their country of origin. UNHCR refugees are eligible for permanent resettlement. When resettled, children and yout作者: 財(cái)產(chǎn) 時(shí)間: 2025-3-31 18:48
