强制性
发表于 2025-3-26 22:12:06
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
金哥占卜者
发表于 2025-3-27 02:06:52
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
钩针织物
发表于 2025-3-27 08:47:27
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
FOLD
发表于 2025-3-27 12:51:24
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Ingrained
发表于 2025-3-27 16:03:35
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arthrodesis
发表于 2025-3-27 18:24:04
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
llibretto
发表于 2025-3-28 00:25:23
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crutch
发表于 2025-3-28 03:52:45
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
宣称
发表于 2025-3-28 09:51:42
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
leniency
发表于 2025-3-28 11:18:33
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