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2018
Volume 113, Issue 1
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

This column offers insight from a two-week summer writing camp with resettled youth, such as the importance of community-building, choice, linguistic flexibility, and culturally sustaining teaching.

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/content/journals/10.58680/ej202332638
2023-09-01
2025-03-16
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References

  1. Daniel Shannon M., and Eley Caitlin. “Improving Cohesion in Our Writing: Findings from an Identity Text Workshop with Resettled Refugee Teens.” Journal of Adolescent and Adult Literacy, vol. 61, no. 4 2018, pp 421–31.
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  2. Fredricks Daisy E., and Warriner Doris S.. “‘We Speak English in Here and English Only!’: Teacher and ELL Youth Perspectives on Restrictive Language Education.” Bilingual Research Journal, vol. 39, no. 3-4 2016, pp 309–23.
    [Google Scholar]
  3. Paris Django. “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher, vol. 41, no. 3 2012, pp 93–97.
    [Google Scholar]
/content/journals/10.58680/ej202332638
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  • Article Type: Research Article
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