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

Abstract

This article provides pedagogical suggestions that encourage teachers to shift their classroom practices away from only considering monolingual/ monocultural modes of authoring to creating spaces for Korean American and other culturally and linguistically diverse students to explore and express hybrid identities.

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/content/journals/10.58680/ej2024114156
2024-09-01
2025-01-18
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  • Article Type: Research Article
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