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Language and Education Volume 35, 2021 - Issue 2: Culturally Sustaining Approaches to Academic Languaging through Systemic Functional Linguistics
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Articles

The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies

Sally HumphreyFaculty of Education and Arts, Australian Catholic University, Sydney, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6515-0603View further author information
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Pages 140-159 | Received 06 Jun 2019, Accepted 17 May 2020, Published online: 03 Sep 2020

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