Описание: This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.
Автор: Christison, M. Название: What English Language Teachers Need to Know. Volume III ISBN: 0415662559 ISBN-13(EAN): 9780415662550 Издательство: Taylor&Francis Рейтинг: Цена: 8114.00 р. Наличие на складе: Поставка под заказ.
Описание: What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula—linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features• Situated in current research in the field of English language teaching and other disciplines that inform it• Sample data, including classroom vignettes• Three kinds of activities/tasks: Reflect, Explore, and Expand
Автор: Ofelia Garcia, Tatyana Kleyn (eds) Название: Translanguaging with multilingual students ISBN: 1138906980 ISBN-13(EAN): 9781138906983 Издательство: Taylor&Francis Рейтинг: Цена: 7501.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Taking a close look at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms and how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges.
Автор: Hedgcock, John S. (monterey Institute Of Internati Название: Teaching readers of english ISBN: 1138206210 ISBN-13(EAN): 9781138206212 Издательство: Taylor&Francis Рейтинг: Цена: 8420.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: A comprehensive manual for ESL, EFL, and EIL educators working with multilingual students at secondary and post-secondary levels, this updated second edition balances insights from reading theory and research with practical, field-tested strategies for teaching and assessing second-language reading that can be adopted for various contexts.
Автор: Farrell Название: Promoting Teacher Reflection in Second Language Education ISBN: 1138025038 ISBN-13(EAN): 9781138025035 Издательство: Taylor&Francis Рейтинг: Цена: 24499.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book introduces a 5-level framework for reflective teaching-Philosophy; Principles; Theory-of-Practice; Practice; Beyond Practice-and provides specific techniques for teachers to implement each level in their work.
Название: Mobilising teacher researchers ISBN: 1138064637 ISBN-13(EAN): 9781138064638 Издательство: Taylor&Francis Рейтинг: Цена: 5051.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Mobilising Teacher Researchers in England brings together the results of a two-year research project, commissioned by the National College for Teaching and Leadership and involving over 650 schools in England. Debates focus on topics including forms of governance, teacher engagement and the effectiveness of Randomised Controlled Trials.
Описание: Shifting the discourse from a focus on academic language to the more dynamic construct of academic literacies, this volume offers a conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices.
Описание: Shifting the discourse from a focus on academic language to the more dynamic construct of academic literacies, this volume offers a conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices.
Описание: This look at Chinese ESL teachers documents undertakings to support their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based approaches, and traditional and 21st-century teaching visions.
Описание: This look at Chinese ESL teachers documents undertakings to support their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based approaches, and traditional and 21st-century teaching visions.
Examining what is involved in learning to write for academic purposes from a variety of perspectives, this book focuses in particular on issues related to academic writing instruction in diverse contexts, both geographical and disciplinary. Informed by current theory and research, leading experts in the field explain and illustrate instructional programs, tasks, and activities that help L2/multilingual writers develop knowledge of different genres, disciplinary expectations, and expertise in applying what they have learned in both educational and professional contexts.
Volume III of the Handbook of Research in Second Language Teaching and Learning, like Volumes I and II, is a comprehensive, state-of-the-art overview of current research into social contexts of second language (L2)/foreign language (FL) teaching and learning; language policy; curriculum; types of instruction; incremental language skills such as listening, speaking, reading, writing, vocabulary, and grammar; international communication; pragmatics; assessment and testing. It differs from earlier volumes in its main purpose-to provide a more in-depth discussion and detailed focus on the development of the essential language skills required for any type of communication: speaking, listening, reading, vocabulary, grammar, and writing.
Volume III preserves continuity with previous volumes in its coverage of all the classical areas of research in L2/FL teaching and learning and applied linguistics, but rather than offering a historical review of disciplinary traditions, it explores innovations and new directions of research, acknowledges the enormous complexity of teaching and learning the essential language abilities, and offers a diversity of perspectives. Chapter authors are all leading authorities in their disciplinary areas.
What's new in Volume III?
Updates the prominent areas of research, including the sub-disciplines addressed in Volumes I and II, and represents the disciplinary mainstays
Considers and discusses perspectives held by different schools of thought on the what, the how, and the why of teaching foundational language skills, including theories, pedagogical principles, and their implementation in practice
Captures new and ongoing developments and trends in the key areas of L2/FL teaching and learning, and innovative research topics that have gained substantial recognition in current publications, including the role of corpora, technology, and digital literacy in L2/FL teaching and learning
Examines new trends in language pedagogy and research, such as an increased societal emphasis on teaching academic language for schooling, somewhat contradictory definitions of literacy, and the growing needs for instruction in intercultural communication.
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