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Autor/inn/enGonzález-Carriedo, Ricardo; Bustos, Nancy; Ordóñez, Jorge
TitelConstructivist Approaches in a Dual-Language Classroom
QuelleIn: Multicultural Perspectives, 18 (2016) 2, S.108-111 (4 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1521-0960
DOI10.1080/15210960.2016.1159102
SchlagwörterConstructivism (Learning); Bilingual Education; Popular Education; Academic Achievement; Metropolitan Areas; Elementary Education; English Language Learners; Learner Engagement; Teaching Methods; Spanish; Bilingualism; Bilingual Education Programs; Hispanic American Students; Reading Skills; Reading Strategies; Texas
AbstractDual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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