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NABE Journal of Research and Practice is a peer-reviewed journal published by Taylor & Francis, covering Multilingual Education and Policy, Second Language Learning and Teaching, EFL/ESL Teaching and Learning.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." NABE Journal of Research and Practice 12 (3): 45–58.
Formats any DOI in NABE Journal of Research and Practice style. No sign-up. |
| Publishes research in | Multilingual Education and Policy Second Language Learning and Teaching EFL/ESL Teaching and Learning Reading and Literacy Development Global Education and Multiculturalism |
| ISSN | 2639-0035 |
| Citation impact (2-yr) | 0.26 |
| h-index | 11 |
| i10-index | 15 |
| Total citations | 532 |
| Top institutions publishing here | The University of Texas Rio Grande Valley |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Richard Ruíz first developed the framework of language as a problem, as a right, and as a resource as a way of engaging how we examine language learning policies. This lens remains a useful tool in examining our national language learning policies. This article incorporates the academic work of additional scholars to define the United…
ResumenEl término translingüismo se ha convertido en el objeto de estudio de boga dentro del campo de la educación bilingüe. Una exploración profunda muestra que este término ha sido conceptualizado de manera parecida, pero bajo diferentes nombres dentro de los campos de educación, sociolingüística, lingüística aplicada, entre otros. El propósito de este artículo es de…
At a time when Dual Language programs are growing exponentially, educators’ conversations revolve around the challenges to identify, name, and confront the pressing issues in effective preparation and continued professional development for bilingual teachers. Currently, the preparation for candidates varies across university programs despite state and national academic standards for the profession. Differences and emphasis…
There is a growing need for teachers to engage linguistic diversity additively and equitably in the classroom in a way that empowers multilingual learners and the knowledge they bring. Translanguaging offers a potentially transformative approach to teaching that centers the agency of multilingual learners to critically and creatively disrupt the language borders of their classrooms.…
Cultured–based pedagogy has been positively related to students’ socio-emotional well-being, civic engagement, school motivation and higher academic outcomes, particularly with culturally-diverse students is concerned. This paper examines the benefits of culture-based education in the context of indigenous education in the United States as well as in communities in Southeast Asia. It also demonstrates the possibilities…
