Titlebook: Longitudinal Interactional Histories; Bilingual and Bilite Amanda K. Kibler Book 2019 The Editor(s) (if applicable) and The Author(s), unde

sesamoiditis

書目名稱Longitudinal Interactional Histories影響因子(影響力)




書目名稱Longitudinal Interactional Histories影響因子(影響力)學(xué)科排名




書目名稱Longitudinal Interactional Histories網(wǎng)絡(luò)公開度




書目名稱Longitudinal Interactional Histories網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Longitudinal Interactional Histories被引頻次




書目名稱Longitudinal Interactional Histories被引頻次學(xué)科排名




書目名稱Longitudinal Interactional Histories年度引用




書目名稱Longitudinal Interactional Histories年度引用學(xué)科排名




書目名稱Longitudinal Interactional Histories讀者反饋




書目名稱Longitudinal Interactional Histories讀者反饋學(xué)科排名

單調(diào)性

GULF

Developing Understandings Over Time and Across Contexts,attention to depth and complexity, use of breadth to connect macro/meso/micro contexts, and the incorporation of an ethnographic perspective. Data collection procedures are described, with attention to changes that occurred over the course of the study. This is followed by a description of data anal

千篇一律

,“To Make Something of Myself”: Interactional Histories in the Context of Remedial Institutional Pra and immigration policies. His increasingly tracked high school experiences that relabeled him an “English learner”—and increasingly limited opportunities to engage in meaningful classroom-based literacy events—built toward the turning point of his enrollment in community college. There, he encounte

Curmudgeon

coddle

,From “An Inspiration” to Not Knowing “The Basics”: Tensions Between Classroom Interactional Historiiteracy built toward a turning point in which he left high school with a GPA and other academic accomplishments and identities that marked him as a confident English user and competent writer. Diego’s turning point was his transition from secondary to postsecondary schooling, which led to very diffe

抓住他投降

,Becoming a “Mexican Feminist”: Disciplinary Becoming Through Interactional Histories Across Communies undergraduate major. Her selection of this major—through which she came to self-identify as a Mexican feminist—is the turning point in her language and literacy journey. Literacy events preceding this choice demonstrate ways Fabiola used writing to initially explore her interest in feminism outsi

Outshine

,Using Informal Bilingual Resources, “Jumping” and “Giving Double”: Interactional Histories Across Sross different settings over time. A social and academically successful young woman, Maria’s turning point was her decision to undertake religious training in a Latin-American-origin Catholic institute?after high school. Because of the more formal opportunities provided for bilingual and biliterate

Left-Atrium

Building Equitable Futures for Immigrant-Origin Multilingual Youth: Conclusions and Implications ofore turning to updates on youth themselves. A synthesis of youth’s cases is then presented to provide insights into the nature of language and literacy development over time for Mexican and other linguistically minoritized immigrant-origin youth. Relationships among macro-, meso-, and micro-level fa

領(lǐng)導(dǎo)權(quán)