LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	83691
Collocazione	UPS BIBL CENTR 39-D-953
Autore	YANG, S.
Titolo	Biography writing encourages bilingual adolescent’s heritage language learning and passing down of family stories Parte componente di periodico
Descrizione fisica	pp. 529-534.
Nota generale	Estratto da: Journal of Adolescent & Adult Literacy 2022, 65, 6.
Riassunto	Studies on emergent bilingual students’ writing practices have recommended educators allow multilingual resources to meet the needs of these multilingual students (e.g., Kiramba, 2017). Books and digital resources in multiple languages represent diverse linguistic representations of the students. Assignments that foster multilingual learners to use their linguistic repertories freely can open doors for them to better express themselves, as suggested by Wilson & Soblo (2020) who worked with college-level multilingual students. Alternatively, the restrictive norms of mainstream classroom writing practices may impede the socialization of multilingual writers practicing academic writing in English (Enright & Gilliland, 2011). When working with multilingual adolescents, researchers (e.g., Daniel & Pacheco, 2016; Danzak & Wilkinson, 2017; Pacheco & Smith, 2015; Smith et al., 2017) urge classroom teachers and schools to provide opportunities and diverse modes for their multilingual students to utilize their languages in addition to English in writing.
Tipo di documento	RICERCA.
Soggetto	USA.
	CINA.
	LINGUE.
	DIFFERENZA CULTURALE.
	ADOLESCENTI.
	APPARTENENZA CULTURALE.
	INTEGRAZIONE.
	APPRENDIMENTO.
	NONNI.
Ambito	Pedagogico
Ambito	Sociologico
Titolo correlato	Journal of Adolescent & Adult Literacy 2022, 65, 6.
Accesso online	Accesso diretto all'articolo

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Biography writing encourages bilingual adolescent’s heritage language learning and passing down of family stories