Titlebook: English and Students with Limited or Interrupted Formal Education; Global Perspectives Luis Javier Pentón Herrera Book 2022 The Editor(s)

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978-3-030-86965-6The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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English and Students with Limited or Interrupted Formal Education978-3-030-86963-2Series ISSN 1572-0292 Series E-ISSN 2215-1656

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Educational Linguisticshttp://image.papertrans.cn/e/image/311201.jpg

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https://doi.org/10.1007/978-981-19-3081-2(SLIFE) in English-speaking environments and how to best support them. More specifically, in this edited volume, I bring the SLIFE population front and center by collecting high-quality contributions that shed light, advance, and educate readers on how to best support SLIFE in learning settings (K-1

faultfinder

https://doi.org/10.1007/978-3-319-64090-7ally, the authors problematize the label of SLIFE, its use, and advance the conversation to propose future directions. To accomplish this, the authors divide the chapter into four main sections: (1) introduction, (2) problematizing SLIFE, (3) expanding definitions of interrupted and limited formal e

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h-speaking countries with a growing number of SLIFE: Australia, Canada, and the United Kingdom. Thus, this chapter has been organized into four main sections: (1) introduction to SLIFE, (2) in-depth overview of SLIFE in primary and secondary U.S. classrooms, (3) overview of SLIFE in primary and seco

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Emile Aarts,Hein Fleuren,Ton Wilthagenries and participate in literacy education and second language learning for adults (LESLLA) programs. In order to provide an accurate perspective of LESLLA students, this chapter will (1) examine characteristics of the adult learner population, (2) provide an overview of diverse learning settings fo

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https://doi.org/10.1007/978-1-4613-2904-6errupted formal education: bridging where they are and what they need. Corwin, 2017; UNESCO, Global education monitoring report 2019: Migration, displacement and education–building bridges, not walls. UNESCO, 2018) resulting from national and international migration of children and families around t