Co-learning, translanguaging and English language acquisition
dc.contributor.author | Stewart, Mary Amanda | |
dc.contributor.author | Hansen-Thomas, Holly | |
dc.creator.orcid | https://orcid.org/0000-0002-0695-7634 | |
dc.date.accessioned | 2021-02-05T18:12:29Z | |
dc.date.available | 2021-02-05T18:12:29Z | |
dc.date.issued | 2020 | |
dc.description | Article originally published in Research Outreach, (116). English. Published online 2020. https://doi.org/10.32907/ro-116-1013 | |
dc.description.abstract | The 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.identifier.citation | This is a published version of an article that is available at: https://doi.org/10.32907/ro-116-1013. Recommended citation: Stewart, M. A., & Hansen-Thomas, H. (2020). Co-learning, translanguaging and English language acquisition. Research Outreach, (116). This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission. | en_US |
dc.identifier.uri | https://hdl.handle.net/11274/12666 | |
dc.identifier.uri | https://doi.org/10.32907/ro-116-1013 | |
dc.language.iso | en_US | en_US |
dc.publisher | Research Outreach | en_US |
dc.subject | Co-learning | en_US |
dc.subject | Emergent bilinguals | en_US |
dc.subject | High school | en_US |
dc.subject | Monolingual teachers | en_US |
dc.subject | Translanguaging | en_US |
dc.title | Co-learning, translanguaging and English language acquisition | en_US |
dc.type | Article | en_US |
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