LEADER 01379nam 2200373 450 001 9910433225303321 005 20230621135706.0 035 $a(CKB)4100000011743239 035 $a(EXLCZ)994100000011743239 100 $a20210130h20202020 f| 0 101 0 $aeng 135 $aur||#|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aHow to prevent plagiarism in student work$ea handbook for academic staff /$fTomá? Foltýnek et al. 210 1$aPrague :$cKarolinum Press,$d2020. 210 1$d©2020. 215 $a1 online resource (34 pages) $cillustrations; digital file(s) 300 $aTranslated from the Czech by Adéla Válková. 300 $aThis handbook was published with the support of the Ministry of Education,Youth and Sports under the centralised development project M?MT-12222/2019-3 320 $aIncludes bibliographical references. 330 $aStrengthening the prevention of plagiarism in student work. 606 $aPlagiarism$xPrevention 606 $aPlagiarism$vHandbooks, manuals, etc 615 0$aPlagiarism$xPrevention. 615 0$aPlagiarism 676 $a808.025 700 $aFoltýnek$bTomá?$01207894 801 2$bUkMaJRU 906 $aBOOK 912 $a9910433225303321 996 $aHow to prevent plagiarism in student work$92786692 997 $aUNINA LEADER 03303nam 22005535 450 001 9910136069603321 005 20230808200130.0 010 $a1-78309-643-8 010 $a1-78309-642-X 024 7 $a10.21832/9781783096428 035 $a(CKB)3710000000915438 035 $a(MiAaPQ)EBC4722561 035 $a(DE-B1597)491585 035 $a(OCoLC)961352452 035 $a(DE-B1597)9781783096428 035 $a(MiAaPQ)EBC31778010 035 $a(Au-PeEL)EBL31778010 035 $a(EXLCZ)993710000000915438 100 $a20200707h20162016 fg 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aRestrictive Language Policy in Practice $eEnglish Learners in Arizona /$fAmy J. Heineke 205 $a1st ed. 210 1$aBlue Ridge Summit, PA : $cMultilingual Matters, $d[2016] 210 4$d©2016 215 $a1 online resource (234 pages) $cillustrations, tables 225 0 $aBilingual Education & Bilingualism 311 $a1-78309-641-1 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $t1. Introduction -- $t2. Looking Back: Historical Lens on Arizona Policies and Practices -- $t3. Contemporary Context of English Learner Education -- $t4. Starting at the Center: English Language Development in Classrooms -- $t5. Local Policy (P)layers: Classroom, School and District Educators -- $t6. Administrators and Educators: State Educational Policy in Practice -- $t7. Legislators and Lobbyists: Power, Politics and Policy in Arizona -- $t8. Rationalizing the Education of English Learners in Arizona: The Complexities of Language Policy in Practice -- $t9. Looking Forward: Recommendations for English Learner Education -- $tReferences -- $tIndex 330 $aAs the most restrictive language policy context in the United States, Arizona?s monolingual and prescriptive approach to teaching English learners continues to capture international attention. More than five school years after initial implementation, this study uses qualitative data from the individuals doing the policy work to provide a holistic picture of the complexities and intricacies of Arizona?s language policy in practice. Drawing on the varied perspectives of teachers, leaders, administrators, teacher-educators, lawmakers and community activists, the book examines the lived experiences of those involved in Arizona?s language policy on a daily basis, highlighting the importance of local perspectives and experiences as well as the need to prepare and professionalize teachers of English learners. 410 0$aBilingual education and bilingualism ;$v103. 606 $aLanguage policy$zArizona 606 $aEducation, Bilingual$zArizona 606 $aEnglish language$xStudy and teaching$zArizona$xForeign speakers 615 0$aLanguage policy 615 0$aEducation, Bilingual 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 676 $a306.44/9791 700 $aHeineke$b Amy J., $4aut$4http://id.loc.gov/vocabulary/relators/aut$01169936 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910136069603321 996 $aRestrictive Language Policy in Practice$92786504 997 $aUNINA