| dc.contributor.author | Tarım, şeyda Deniz | |
| dc.date.accessioned | 2020-11-20T14:51:09Z | |
| dc.date.available | 2020-11-20T14:51:09Z | |
| dc.date.issued | 2018 | |
| dc.identifier.issn | 1056-4934 | |
| dc.identifier.issn | 1944-7086 | |
| dc.identifier.uri | https://doi.org/10.1080/10564934.2017.1394163 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12809/1692 | |
| dc.description | WOS: 000432149000003 | en_US |
| dc.description.abstract | Children's spontaneous peer-group interactions were video-recorded and analyzed using techniques of ethnography and talk-in interaction. The examples illustrate how the children socialize novices to language practices and other culturally appropriate practices used in their peer-group communities. The children's translation work is a discursive practice but it has material outcomes for their novice peers, such as creating a venue for them to access concrete learning opportunities. | en_US |
| dc.item-language.iso | eng | en_US |
| dc.publisher | Routledge Journals, Taylor & Francis Ltd | en_US |
| dc.item-rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.subject | Collaborative Language Practices | en_US |
| dc.title | Breaking Barriers with Collaborative Language Practices in a Multiethnic Classroom: A Potential Model for Immigrant Children | en_US |
| dc.item-type | article | en_US |
| dc.contributor.department | MÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümü | en_US |
| dc.contributor.institutionauthor | Tarım, şeyda Deniz | |
| dc.identifier.doi | 10.1080/10564934.2017.1394163 | |
| dc.identifier.volume | 50 | en_US |
| dc.identifier.issue | 1 | en_US |
| dc.identifier.startpage | 27 | en_US |
| dc.identifier.endpage | 41 | en_US |
| dc.relation.journal | European Education | en_US |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
