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• W4225932765 abstract "The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation." @default.
• W4225932765 created "2022-05-05" @default.
• W4225932765 creator A5024516339 @default.
• W4225932765 creator A5032324157 @default.
• W4225932765 date "2022-01-01" @default.
• W4225932765 modified "2023-09-25" @default.
• W4225932765 title "Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms" @default.
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• W4225932765 doi "https://doi.org/10.4018/978-1-6684-3690-5.ch013" @default.
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