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dc.contributor.authorSnow, Catherine E.
dc.date.accessioned2016-07-21T07:06:51Z
dc.date.available2016-07-21T07:06:51Z
dc.date.issued2014
dc.identifier.citationSnow, C. E. (2014). Language, literacy, and the needs of the multilingual child. Perspectives in Education: Standards in education and training: the challenge, 32(1), 11-20.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3580
dc.description.abstractIn this article, I first take on the issue of standards and the degree to which they do or do not contribute to the improvement of language and literacy outcomes for children in multilingual societies. Then I consider the relation of standards to language and, finally, raise the vexed issue of content knowledge and its relation to standards, on the one hand, and to language, on the other.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectStandardsen_ZA
dc.subjectAccountabilityen_ZA
dc.subjectLanguage developmenten_ZA
dc.subjectSecond language learnersen_ZA
dc.titleLanguage, literacy, and the needs of the multilingual childen_ZA
dc.typeArticleen_US
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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