Description

This interpretive dissertation study draws upon a sociocultural framework to understand what happened when a seventh-grade teacher introduced drama-based pedagogy into her English Language Arts (ELA) classroom to aid emergent bilinguals’ participation and positioning within the classroom network of practice.

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    Date Created
    2021
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  • Text
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    Note
    • Partial requirement for: Ph.D., Arizona State University, 2021
    • Field of study: Learning, Literacies and Technologies

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