Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school
Year: 2016
Type: article
Source: Teaching and Teacher Education
Authors: Jung-In Kim, Kara Mitchell Viesca
Institution: University of Colorado Denver
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2279897096