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dc.contributor.authorStewart, Mary Amanda
dc.contributor.authorHansen-Thomas, Holly
dc.date.accessioned2021-02-05T18:12:29Z
dc.date.available2021-02-05T18:12:29Z
dc.date.issued2020
dc.identifier.citationThis is a published version of a paper that is available at: https://researchoutreach.org/articles/co-learning-translanguaging-english-language-acquisition/. Recommended citation: Stewart, M. A., & Hansen-Thomas, H. (2020). Co-learning, translanguaging, and English Language Acquisition. Research Outlook. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/12666
dc.identifier.urihttps://researchoutreach.org/articles/co-learning-translanguaging-english-language-acquisition/
dc.descriptionArticle originally published in Research Outlook. Published online in 2020.
dc.description.abstractThe US has the largest number of English-speakers in the world, but it is also multilingual: according to 2018 census data, 23% of children aged 5 to 17 speak another language at home. English language acquisition for those who speak English as a second language is therefore an important issue for educators. Mary Amanda Stewart and Holly Hansen-Thomas of Texas Woman’s University have been studying how ‘translanguaging’ and ‘co-learning’ can be used to help newcomer English language learners acquire greater fluency.en_US
dc.language.isoen_USen_US
dc.publisherResearch Outreachen_US
dc.subjectCo-learningen_US
dc.subjectEmergent bilingualsen_US
dc.subjectHigh schoolen_US
dc.subjectMonolingual teachersen_US
dc.subjectTranslanguagingen_US
dc.titleCo-learning, translanguaging and English language acquisitionen_US
dc.typeArticleen_US


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