Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.
Thinking of and about patterns encourages learners to look for and understand the rules and relationships that are critical components of mathematical reasoning.
Back, M., Han, M., & Weng, S. C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and education, 34(5), 387-406.
Perspective seeking is key to developing a Learner Mindset and essential in the digital world where algorithms are easily trained to provide information that confirms a person's views rather than providing alternative perspectives.
Collaborative rather than competitive structures should be in place to foster a Learner Mindset and support Social and Relationship Skills.
Learners who report a stronger Sense of Belonging in academic settings typically have greater self-efficacy and academic success.
Incorporating keywords or ideas into a question and encouraging learners to use these in their answers can support the development of language skills and vocabulary.
Zhang, J., & Pelttari, C. (2014). Exploring the emotions and needs of English language learners: Facilitating pre-service and in-service teachers' recognition of the tasks facing language learners. Journal of Multilingual and Multicultural Development, 35(2), 179-194.
When classrooms are intentionally designed to promote inclusion, belonging, and accessibility, they positively influence key learner factors, including Attention, Self-Regulation, Learner Mindset, and Sense of Belonging.
When classrooms are intentionally designed to promote inclusion, belonging, and accessibility, they positively influence key learner factors, including Attention, Self-Regulation, Learner Mindset, and Sense of Belonging.
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