Literaturnachweis - Detailanzeige
Autor/in | Hasso, Maryann |
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Titel | Understanding and improving how K-12 multilinguals are taught. Supporting multilinguals. |
Quelle | Lanham: Lexington Books (2023), XV, 113 S. |
Beigaben | Literaturangaben |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 9781666904451 (Leineneinband); 9781666904468 (E-Book) |
Schlagwörter | USA; Multilingual education; United States; Language and education; Immigrants; Education; Linguistic minorities; Educational tests and measurements; Erziehung |
Abstract | Background on multilingual learners in a K12 classroom -- The immigrant experience -- Assessments and inequity -- Structural injustice within assessments -- The roles of school boards -- The roles of dual-language teachers in the decision-making process -- Assessment strategies to support multilingual learners -- Effective classrooms for native English speakers and multilingual learners. "Understanding and Improving how K-12 Multilinguals are Taught helps dual-language teachers resolve assessment issues in K12 classrooms due to language barriers, cultural misunderstandings, and underlying familial issues. The book provides educators with necessary tools and strategies to create evaluations to help multilingual learners succeed"--Provided by publisher. |
Erfasst von | Library of Congress, Washington, DC |
Update | 2024/1/02 |