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2018
Volume 113, Issue 3
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

Two teachers reflect on leveraging learners’ agency, authentic writing tasks, and responsive teaching to better promote their multilingual students’ writing motivation in collaborative writing activities.

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/content/journals/10.58680/ej20241133100
2024-01-01
2024-04-16
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References

  1. Greiner Angelina, and Collet Vicki. “‘We Should Do This All Year!’: Confidence through Collaborative Writing.” English Journal, vol. 110, no. 5, July 2021, pp 52–59.
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  2. Moll Luis C., et al. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” Theory Into Practice, vol. 31, no. 2, spring 1992, pp 132–41.
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  3. Valencia Richard R. Dismantling Contemporary Deficit Thinking: Educational Thought and Practice. Routledge 2010.
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  4. Walqui Aida. “Scaffolding Instruction for English Language Learners: A Conceptual Framework.” International Journal of Bilingual Education and Bilingualism, vol. 9, no. 2, Mar 2006, pp 159–80.
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  • Article Type: Research Article
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