Works matching IS 23263873 AND DT 2019 AND VI 5 AND IP 3
Results: 9
IMPACTOS SÍSMICOS Y POLÍTICA LINGÜÍSTICA EN OAXACA, MÉXICO: UN RECUENTO COLABORATIVO DE VOLUNTAD Y RESISTENCIA DOCENTE EN LA DEFENSA DE LAS LENGUAS ORIGINARIAS.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 3, p. 152, doi. 10.32865/fire20195327
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SEISMIC AFTERSHOCKS AND LANGUAGE POLICY IN OAXACA, MEXICO: A COLLABORATIVE ACCOUNT OF RESOLVE AND RESISTANCE IN TEACHERS' DEFENSE AND USE OF ORIGINAL1 LANGUAGES.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 3, p. 129, doi. 10.32865/fire201953140
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BRIDGES TO BILINGUALISM: TEACHERS' ROLES IN PROMOTING INDIGENOUS LANGUAGES IN GUATEMALA.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 3, p. 105, doi. 10.32865/fire201953138
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GUATEMALAN IXIL COMMUNITY TEACHER PERSPECTIVES OF LANGUAGE REVITALIZATION AND MOTHER TONGUE-BASED INTERCULTURAL BILINGUAL EDUCATION.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 3, p. 84, doi. 10.32865/fire201953144
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INTEGRATING MULTILINGUAL EDUCATION WITH CHILD FRIENDLY SCHOOLS TO DEVELOP AN EVIDENCE-REFERENCED MONITORING SYSTEM.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 3, p. 69, doi. 10.32865/fire201953137
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THE PEACE DIVIDEND OF VALUING NONDOMINANT LANGUAGES IN LANGUAGE-IN-EDUCATION POLICIES IN MYANMAR.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 3, p. 49, doi. 10.32865/fire201953143
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LANGUAGE NESTS ON THE MOVE: THE CASE OF VÕRO PRE-PRIMARY EDUCATION IN ESTONIA.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 3, p. 29, doi. 10.32865/fire201953145
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LANGUAGE-IN-EDUCATION POLICIES AND INDIGENOUS LANGUAGE REVITALIZATION EFFORTS IN CANADA: CONSIDERATIONS FOR NON-DOMINANT LANGUAGE EDUCATION IN THE GLOBAL SOUTH.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 3, p. 12, doi. 10.32865/fire201953174
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POLICY AND PRACTICE IN L1-BASED MULTILINGUAL EDUCATION: CHALLENGES AND STEPS FORWARD.
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- FIRE: Forum for International Research in Education, 2019, v. 5, n. 3, p. 1, doi. 10.32865/fire201953202
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- Article