ISSN:
1521-0960
Language:
English
Titel der Quelle:
Multicultural perspectives : the official journal of the National Association for Multicultural Education
Publ. der Quelle:
Philadelphia, Pa : Routledge, Taylor & Francis Group
Angaben zur Quelle:
Vol. 19, No. 4 (2017), p. 234
DDC:
320
Abstract:
This article argues for expanded opportunities for metalinguistic dialogue and written response rounds in order to better understand students' needs. Encouraging students to reflect on their compositions can invite multiple stylistic approaches and inform a more participatory composition process. The writing explores theoretical underpinnings, makes a case for metalinguistic dialogue, and remarks on the use of written exchanges between students and teachers.
Note:
Copyright: Copyright © 2017 by the National Association for Multicultural Education 2017
DOI:
10.1080/15210960.2017.1373570
URL:
http://www.tandfonline.com/doi/abs/10.1080/15210960.2017.1373570
URL:
https://search.proquest.com/docview/1964540857