Titlebook: English and Students with Limited or Interrupted Formal Education; Global Perspectives Luis Javier Pentón Herrera Book 2022 The Editor(s)

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https://doi.org/10.1057/9781137329677 the university level. Consequently, there is a great discrepancy across the country on what pre-service teachers are expected to know and are able to do with regards to second language learners in general, and students with limited or interrupted formal education in particular. This chapter will pr

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The New Cycle and New Finance in China develop age-appropriate literacy and content knowledge. Equally important, and often overlooked, SLIFE have not formed an identity as a learner in a formal educational setting, and do not know how to “do school,” ranging from knowing where to put their name on a paper to how to behave and participa

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The New Deal as a Triumph of Social Workdolescent students with limited or interrupted formal education (SLIFE). Consequently, secondary school teachers are challenged to meet the print literacy needs of SLIFE within traditional English as a second language (ESL) instructional settings. Despite evidence that suggests the benefits of modif

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The New Diversity of Family Life in Europedents with limited or interrupted formal education (SLIFE). In particular, we focus on K-12 SLIFE who immigrate from Latin America to the U.S. First, we examine how the culture of U.S. schooling does not match SLIFE’ cultural backgrounds. Second, we suggest educators must take into account the exist

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The New Eastern Mediterranean Transformedted formal education (SLIFE). Problem-based service-learning instruction fosters literacy development and the skills that SLIFE will need in their future workplaces as identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (Education for all 2000–2015, EFA Global

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