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

Abstract

Weaving autobiographical anecdotes with discussion of translanguaging theory, the author illustrates what teachers can do to develop multilingual students’ translanguaging stances by encouraging the creation of translanguaging spaces that not only accept students’ entire linguistic repertoires, but seek to grow them.

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/content/journals/10.58680/ej2024114134
2024-09-01
2025-01-18
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