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Abstract Drawing connections between traditional notions of academic language and literacy and long‐standing systems of marginalization and exclusion, in this article, we invite you to (re)read and (re)story early literacy in the pursuit of linguistic justice.
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Souto‐Manning et al. (Mon,) studied this question.
synapsesocial.com/papers/6a0ad50edb419d24cd5cedfb — DOI: https://doi.org/10.1002/trtr.1992
Mariana Souto‐Manning
Erikson Institute
Hyeyoung Ghim
Nicole K. Madu
The Reading Teacher
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