Living-Will
发表于 2025-3-23 11:00:19
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运动的我
发表于 2025-3-23 16:02:22
Syrian Refugee Children’s Language Learning: A Multiple Case Study in the Turkish Contextpment occur among populations living in English-speaking countries, such as the United States, Canada, and England, yet many refugees have found refuge in countries like Turkey, which is home to nearly four million Syrian refugees, many children. These children face similar challenges as those in th
BADGE
发表于 2025-3-23 20:18:34
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狗窝
发表于 2025-3-24 02:00:08
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Perineum
发表于 2025-3-24 04:22:13
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参考书目
发表于 2025-3-24 07:32:28
“We Were Taught English Using Nepali”: Bhutanese-Nepali Youths Reflecting on Their Prior Literacy Exumber of refugee-background students is often not tracked as they tend to be lumped together with other domestic students. While we do have some studies that explore transition and acculturation issues, studies that focus on academic literacy experiences of students with refugee-backgrounds are stil
COKE
发表于 2025-3-24 12:56:58
Assessing Refugee-Background Adult Second Language Learners with Emerging Literacy: How a Social Seme city in the southwestern United States. From a critical multimodal social semiotic perspective (Kress G. Multimodality: A social semiotic approach to contemporary communication. Routledge, 2010; Kress G, van Leeuwen T. Reading images: The grammar of visual design. Routledge, 2006; Pennycook, Criti
范例
发表于 2025-3-24 17:05:23
“Without English There Are No Rights”: Educating the Non(citizen) In and Out of Adult Educationtlement lives shape their educational aspirations, while their (lack of) access to education in the U.S. shapes their understandings and embodiments of citizenship. Focusing on the lives of Samah, a high school graduate who hoped to pursue college education, and Nadia, a mother who aspired to learn
Increment
发表于 2025-3-24 20:25:09
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Exposure
发表于 2025-3-25 02:55:38
Performing Neoliberalism: A Synecdochic Case of Kurdish Mothers’ English Learning in a Nebraska Famit, neoliberal ideologies and invoke a deficit lens that intends to fix newcomers. This chapter looks at the learning experiences of Kurdish refugees who participated in a family literacy program in Nebraska and examines how their English learning was mediated by neoliberal ideologies. Using ethnogra