Building a third space: How academic language knowledge helps pre-service teachers develop content literacy practices
Though attention to academic language is a key component of the Teacher Performance Assessment and the new Common Core Standards, little has been researched regarding how pre-service teachers build academic language knowledge and integrate it into their practice teaching experience. This study focus...
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| Language: | ENG |
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ScholarWorks@UMass Amherst
2013
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| Online Access: | https://scholarworks.umass.edu/dissertations/AAI3589188 |