Noticing for Equity to Sustain Multilingual Literacies

被引：11

作者：

Patterson Williams, Alexis D. ^{[1
]}

Higgs, Jennifer M. ^{[1
]}

Athanases, Steven Z. ^{[2
]}

机构：

[1] Univ Calif Davis, Sch Educ, Davis, CA 95616 USA

[2] Univ Calif Davis, Sch Educ, Teacher Educ, Davis, CA 95616 USA

来源：

JOURNAL OF ADOLESCENT & ADULT LITERACY | 2020年 / 63卷 / 04期

关键词：

Sociocultural < Theoretical perspectives; Critical pedagogy < Theoretical perspectives; Critical literacy < Theoretical perspectives; Constructivism < Theoretical perspectives; Teacher education; professional development; Metacognitive strategies < Strategies; methods; and materials; Gender; race; class; sexual orientation; Instructional strategies; methods and materials; Language learners; Motivation; engagement; 2-Childhood; 3-Early adolescence; 4-Adolescence; 5-College; university students; 6-Adult;

D O I：

10.1002/jaal.1025

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This department explores how teachers can sustain students' multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities.

引用

页码：457 / 461

页数：5