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Practicing Teacher’s Use of Pedagogical Approaches to Support Students’ Translanguaging in Social Studies

Given the increasing number of K-12 students coming from linguistically and culturally diverse backgrounds and the specific academic language demands of the social studies disciplines, this paper investigates how translanguaging can support multilingual students’ development of academic, content-based language and provides implications for theory and practice.

Author(s):

Matthew Deroo
Michigan State University
United States

 

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