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2018
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Volume 114, Issue 1
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

Teacher educators offer insights about supporting multilingual learners’ meaning-making with texts by leveraging their linguistic resources through the disciplinary literacy moves of generating, weaving, and cultivating.

© 2024 by the National Council of Teachers of English
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/content/journals/10.58680/ej20241141123
2024-09-01
2025-01-25
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References

  1. Reynolds T., Rush L. S, Lampi J. P, & Holschuh J. P (2020) English disciplinary literacy: Enhancing students’ literary interpretive moves. Journal of Adolescent & Adult Literacy, 64(2), 201–209.
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  2. Shanahan T., & Shanahan C. (2012) What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32 (1), 7–18.
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  3. Spiegelman M. (2020, September). Race and ethnicity of public school teachers and their students (NCES 2020-103). National Center for Education Statistics, US Department of Education. nces.ed.gov/pubs2020/2020103/index.asp
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  4. Stewart M. A, Hansen-Thomas H., Flint P, & Nunez M. (2021) Translingual disciplinary literacies: Equitable language environments to support literacy engagement. Reading Research Quarterly, 57(1), 181–203.
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  • Article Type: Research Article
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