| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Arizona’s teacher policies and their relationship with English learner instructional practice
|
Hopkins, Megan
|
|
2012
|
11 |
1 |
p. 81-99
|
artikel
|
| 2 |
Erratum to: The Arizona home language survey: The under-identification of students for English language services
|
Goldenberg, Claude
|
|
2012
|
11 |
1 |
p. 31
|
artikel
|
| 3 |
Evaluating the impact of restrictive language policies: the Arizona 4-hour English language development block
|
Rios-Aguilar, Cecilia
|
|
2012
|
11 |
1 |
p. 47-80
|
artikel
|
| 4 |
Examining the validity of the Arizona English Language Learners Assessment cut scores
|
Florez, Ida Rose
|
|
2012
|
11 |
1 |
p. 33-45
|
artikel
|
| 5 |
(Re)conceptualizing and (re)evaluating language policies for English language learners: the case of Arizona
|
Rios-Aguilar, Cecilia
|
|
2012
|
11 |
1 |
p. 1-5
|
artikel
|
| 6 |
The Arizona home language survey: The under-identification of students for English language services
|
Goldenberg, Claude
|
|
2012
|
11 |
1 |
p. 21-30
|
artikel
|
| 7 |
The effect of Arizona language policies on Arizona Indigenous students
|
Combs, Mary Carol
|
|
2012
|
11 |
1 |
p. 101-118
|
artikel
|
| 8 |
Why Arizona matters: the historical, legal, and political contexts of Arizona’s instructional policies and U.S. linguistic hegemony
|
Gándara, Patricia
|
|
2012
|
11 |
1 |
p. 7-19
|
artikel
|
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