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2018
Volume 113, Issue 5
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

In this article, the author considers the possibilities of reframing English teaching not as imparting a curriculum of discrete reading, writing, and language skills and strategies stemming from print-based texts and literature, but rather as guided meaning-making.

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/content/journals/10.58680/ej2024113577
2024-05-01
2026-07-12
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  • Article Type: Research Article
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