Page 25 - 2023_Jour_89-5
P. 25

to improve all students’ learning outcomes by creating, in all classrooms within the
            school, a supportive and productive learning community.

                                              References
            Ascenzi-Moreno, L. (2018). Translanguaging and responsive assessment adaptations: Emergent
               bilingual readers through the lens of possibility. Language Arts, 95(6), 355–369.

            Averill, R. (2012). Reflecting heritage cultures in mathematics learning: The views of teachers and
               students. Journal of Urban Mathematics Education, 5(2), 157–181.

            Barrow, M. (2014). Even math requires learning academic language. Phi Delta Kappan, 95(6),
               35–38.
            Bharuthram, S. (2012). Making a case for the teaching of reading across the curriculum in higher
               education. South African Journal of Education, 32(2), 205–214.
            Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. The
               Future of Children, 21(1), 103–127.

            Caskey, M. M. (2008). Comprehension strategies that make a difference for struggling readers. In S.
               Lenski & J. Lewis (eds.), Reading success for struggling adolescent learners  (pp. 170–188).
               The Guilford Press.

            Cenoz, J. (2017). Translanguaging in school contexts: International perspectives. Journal of
               Language, Identity, and Education, 16(4), 103–198. https://doi.org/10.1080/15348458
               .2017.1327816

            Chamot, A. L. (2009). The CALLA handbook: Implementing the cognitive academic language
               learning approach (2nd ed.). Pearson Education.

            Cheong, C. M., Zhu, X., & Liao, X. (2018). Differences between the relationship of L1 learners’
               performance in integrated writing with both independent listening and independent reading
               cognitive skills. Reading and Writing, 31, 779–811.
            Childs, M. (2016). Reflecting on translanguaging in multilingual classrooms: Harnessing the power
               of poetry and photography. Educational Research for Social Change, 5(1), 22–40.

            Cook, H. G., Boals, T., & Lundberg, T. (2011). Academic achievement for English learners: What
               can we reasonably expect? Phi Delta Kappan, 93(3), 66–69.

            Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd
               ed.). California Association for Bilingual Education.

            Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence
               as a learning resource within the mainstream classroom. Modern Language Journal, 89(4),
               585–592.
            Cunningham, C. (2019). When ‘home languages’ become ‘holiday languages’: Teachers’ discourses
               about responsibility for maintaining languages beyond English. Language, Culture and
               Curriculum, 33(3), 213–227.  https://doi.org/10.1080/07908318.2019.1619751
            De Angelis, G. (2011). Teachers’ beliefs about the role of prior language knowledge in learning
               and how these influence teaching practices. International Journal of Multilingualism, 8(3),
               216–234. https://doi.org/10.1080/14790718.2011.560669

            DeCapua, A., & Marshall, H. W. (2011). Reaching ELLs at risk: Instruction for students with
               limited or interrupted formal education, preventing school failure. Alternative Education for
               Children and Youth, 55(1), 35–41. https://doi.org/10.1080/10459880903291680





            Educators’ Choice                                                                                  23
   20   21   22   23   24   25   26   27   28   29   30