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2018
Volume 95, Issue 6
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402
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Abstract

This study examines how teachers adapt formative reading assessments for emergent bilinguals by making space for their students’ multilingual language practices.

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/content/journals/10.58680/la201829683
2018-07-01
2024-04-18
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