Meeting the Needs of English Language Learners with Interruptions in their Formal Schooling: A Comparative Case Study of Two Teachers' Classrooms
An increasing number of newcomer English language learners (ELLs) in Canadian high schools are from refugee backgrounds, have a history of interrupted formal schooling (IFS), and do not have alphabetic and numerical literacy skills in their first language (MacKay & Tavares, 2005; Yau, 1995). Whi...
| Main Author: | |
|---|---|
| Other Authors: | |
| Language: | en_ca |
| Published: |
2012
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/1807/32790 |