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The article critiques standards-based reforms in Anglophone countries that prioritize monoglossic language ideologies, which marginalize the dynamic bilingualism of emergent bilingual students. It advocates for a heteroglossic approach that recognizes and builds upon the bilingual capabilities of these students, particularly in the context of the Common Core State Standards in the U.S. The authors argue that without ideological and implementational spaces that support heteroglossic practices, these reforms

Author

Liu Wanling

Language

EN