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2018
Volume 49, Issue 1
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356
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Abstract

This article is the first of a two-part thematic analysis of interviews reporting on the professional identity enactment of developmental literacy practitioners; we argue for intentional, explicit inclusion of developmental literacy disciplinary perspectives as essential for further expanding the two-year college English community of practice.

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2021-09-01
2025-02-19
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