钢盔
发表于 2025-3-25 04:23:56
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
排他
发表于 2025-3-25 09:22:02
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patriot
发表于 2025-3-25 15:38:40
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畸形
发表于 2025-3-25 16:36:17
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任意
发表于 2025-3-25 20:02:15
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
修剪过的树篱
发表于 2025-3-26 00:30:17
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Jubilation
发表于 2025-3-26 08:22:46
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.
Toxoid-Vaccines
发表于 2025-3-26 09:49:52
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种植,培养
发表于 2025-3-26 16:20:44
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Dendritic-Cells
发表于 2025-3-26 19:19:54
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..