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English in Education
Research Journal of the National Association for the Teaching of English
Volume 54, 2020 - Issue 3: English Teaching and Teacher Expertise
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Articles

Teachers’ perceptions of their preparedness for supporting struggling literacy learners in secondary English classrooms

Margaret K. Mergaa School of Education, Edith Cowan University, Perth, AustraliaCorrespondence[email protected]
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,
Sayidi Mat Ronib School of Business and Law, Edith Cowan University, Perth, AustraliaView further author information
&
Shannon Masonc Faculty of Education, Nagasaki University, Nagasaki, Japan;d School of Education, Murdoch University, Perth, AustraliaView further author information
Pages 265-284 | Received 15 Nov 2019, Accepted 22 May 2020, Published online: 17 Jun 2020

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Read on this site (3)

Johanna M. Tigert & Christine Montecillo Leider. (2022) Beyond the “Core” curriculum: expanding access to multilingual learners. International Multilingual Research Journal 16:3, pages 181-183.
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Peter Crosthwaite & Brett Steeples. (2022) Data-driven learning with younger learners: exploring corpus-assisted development of the passive voice for science writing with female secondary school students. Computer Assisted Language Learning 0:0, pages 1-32.
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Margaret K. Merga, Saiyidi Mat Roni & Anabela Malpique. (2021) Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners?. English in Education 55:4, pages 351-367.
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Articles from other publishers (1)

Johanna M. Tigert & Christine Montecillo Leider. (2021) Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students. TESOL Quarterly 56:1, pages 425-434.
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