Titlebook: Cultural Perspectives on Indigenous Students’ Reading Performance; A Participatory and Gui Ying Annie Yang-Heim Book 2023 The Editor(s) (i

Macronutrients

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Defining Key Terms and Concepts, identifies challenges faced by students in reading and culturally or non-culturally specific factors that shape the way Indigenous students learn to read English as an additional language. This chapter adopts a hermeneutic approach to explain how the culture-related factors exert an impact on Indig

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Defining Key Terms and Concepts,ata I collected is leveraged to provide stakeholders with insights into EALD learners’ literacy learning in mainstream schools, and recommendations for policy re-evaluation, thus promoting inclusive and equitable education for all students regardless of their backgrounds. This chapter presents the b

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,On ‘Fideism’ as an Interpretive Category, interested in identifying the causal factors behind this inequality, with the aim of assisting policy makers to re-evaluate the current educational system to provide targeted and equitable educational opportunities for all.

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Introduction to Indigenous Education, interested in identifying the causal factors behind this inequality, with the aim of assisting policy makers to re-evaluate the current educational system to provide targeted and equitable educational opportunities for all.

沙文主义

Meta-Analysis of the Findings,read English as an additional language. This chapter adopts a hermeneutic approach to explain how the culture-related factors exert an impact on Indigenous students’ reading performance, and examines the findings through the conceptual framework of Bourdieu’s cultural capital.

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Conclusions and Implications of the Study,r policy re-evaluation, thus promoting inclusive and equitable education for all students regardless of their backgrounds. This chapter presents the book’s conclusion including its practical and theoretical contribution, limitations, and future research trajectories.

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幻想

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,The Power of Students’ Voices,en cultural factors and the challenges faced by the Indigenous students in reading. The contextualised data sources in this chapter provide a snapshot of culture-related factors that may impact on participating students’ reading English as an additional language.