Translanguaging, identity, and learning: science teachers as engaged language planners

Author： Langman Juliet  

Publisher： Springer Publishing Company

ISSN： 1568-4555

Source： Language Policy, Vol.13, Iss.2, 2014-05, pp. : 183-200

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Related content

Engaged language policy and practices

By Davis Kathryn  

Language Policy, Vol. 13, Iss. 2, 2014-05 ,pp. : 83-100

Springer Publishing Company

Access to resources Recommend Favorite

Pedagogical translanguaging: bridging discourses in South African science classrooms

By Probyn Margie  

Language and Education, Vol. 29, Iss. 3, 2015-05 ,pp. : 218-234

Routledge Ltd

Access to resources Recommend Favorite

Writer identity while learning discipline-specific academic literacy in an additional language

By Stacey Jennifer  

Southern African Linguistics and Applied Language Studies, Vol. 27, Iss. 3, 2009-11 ,pp. : 345-356

Routledge Ltd

Access to resources Recommend Favorite

Proactive and reactive dimensions of life-course agency: mapping student teachers’ language learning experiences

By  

Language and Education, Vol. 29, Iss. 1, 2015-01 ,pp. : 46-61

Routledge Ltd

Access to resources Recommend Favorite

Language and Identity in Belarus

By Brown N. Anthony  

Language Policy, Vol. 4, Iss. 3, 2005-09 ,pp. : 311-332

Springer Publishing Company

Access to resources Recommend Favorite