Teachers' Knowledge, Perceptions and Practices Regarding Academic Literacy Development of Long-Term English Learners
<p> Secondary educators must be knowledgeable in their content while increasing the academic literacy of their students, a process further complicated when working with students who are long-term English learners (LTELs). This mixed-methods study explored the knowledge, practices, and percepti...
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| Language: | EN |
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Loyola Marymount University
2018
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| Online Access: | http://pqdtopen.proquest.com/#viewpdf?dispub=10930896 |