Описание: Now in its 4th edition, ESL (ELL) Literacy Instruction combines a comprehensive scope with practical, research-based tools and applications for reading instruction.
Описание: Now in its 4th edition, ESL (ELL) Literacy Instruction combines a comprehensive scope with practical, research-based tools and applications for reading instruction.
Описание: This book is a voice in the ongoing discussion on the communicative nature and consequences of content and language integrated learning (CLIL). The innovative character of the present study rests upon its context on the one hand, and its perspective on the other. The numerous accounts available in international research literature on this topic typically concern naturally bilingual educational contexts, and focus on the effects of CLIL on the levels of subject knowledge attainment or improvement of second language skills (e.g. Vrkuti, 2010; Pessoa, 2007; Jppinen, 2005). The present study was designed as a comprehensive research into the effects of CLIL in the context of English as a foreign language teaching at lower primary level. Outside the naturally bilingual educational context, cross-curricular instruction is practiced at the level of secondary education but it is hardly ever present in primary school, and even more rarely in the lower primary classroom. Therefore, the author aims to fill the existing gap in literature on the subject in this particular context.The book attempts to provide a thorough qualitative and quantitative analysis offering a wider perspective on the nature and consequences of CLIL methodology on lower primary students' linguistic behavior and executive control. The former aspect is described and discussed on the examples of real language use in the classroom that is rich in multiple code switches characteristic for naturally bilingual contexts. The latter, being a psycholinguistic feature, was measured by means of a Stroop test and subjected to a statistical analysis. Executive control was measured through reaction times in conflict conditions against a control group. The discussion following the description of a longitudinal study led to a conclusion that, over time, young learners have developed a cognitive flexibility and inhibition control as a result of constant voluntary code-switching, displaying conscious control over selective inhibition of competing lexemes. The results suggest a considerable advantage of CLIL at lower primary level in EFL educational contexts.
Название: Harnessing linguistic variation to improve education ISBN: 3034307268 ISBN-13(EAN): 9783034307260 Издательство: Peter Lang Рейтинг: Цена: 12236.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to `harness` this diversity for learners` benefit.
Автор: Case, Rod Williams, Gwendolyn Cobin, Peter Название: Cognitive linguistic explorations of writing in the classroom ISBN: 1787073440 ISBN-13(EAN): 9781787073449 Издательство: Peter Lang Рейтинг: Цена: 10785.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Research into the analysis of classroom-based writing is replete with techniques and methods meant to bring clarity to the question of how to best conduct instruction and assessment. Findings and suggestions for practice are rooted in a philosophy that asks teachers and linguists to judge students’ writing against a pre-determined standard. Too often, the results do little more than inform teachers and researchers as to which students met the standard and which did not.
This book offers research into the analysis of classroom writing that does not use a set standard or rubric to assess student writing but instead relies on insights from cognitive linguistics to explore the connections between cognition and language in student writing. The result is a creative and linguistically driven analysis of classroom writing that allows the linguist or teacher to view student writing on its own terms.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
Описание: In this book, Farr examines the spoken and written language of post-observation teaching-practice feedback on teacher education programs. To do so, she draws upon theories from discourse analysis, conversation analysis, and pragmatics to frame the analysis of feedback meetings and written tutor reports, which are then examined using comparative quantitative and qualitative corpus-based techniques. The overall aim is to determine the defining characteristics of this genre, focusing especially on pragmatic factors, with the ultimate goal of investigating the salient aspects responsible for making feedback both effective and affective. Farr's research draws upon a spoken corpus of feedback interactions and a written corpus of tutor reports from language teacher education and is also strongly informed by data in the form of diary reflections and questionnaire responses from student teachers and questionnaire responses from the relevant tutors.
Автор: Timmis Ivor Название: Corpus Linguistics for ELT: Research and Practice ISBN: 0415747120 ISBN-13(EAN): 9780415747127 Издательство: Taylor&Francis Рейтинг: Цена: 7348.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Corpus Linguistics for ELT provides a practical guide to undertaking ELT-related corpus research. Aimed at researchers, advanced undergraduate and postgraduate students of ELT and TESOL, and English language teachers, this volume:
covers corpus research in the main areas of language study relevant to ELT: grammar, lexis, ESP, spoken grammar and discourse;
presents a review of relevant corpus research in these areas, and discusses the implications of this research for ELT;
suggests potential ELT-focused corpus research projects, and equips the reader with all the required tools and techniques to carry them out;
deals with the growing area of learner corpora and direct classroom application of corpus material.
Corpus Linguistics for ELT empowers and inspires readers to carry out their own ELT corpus research, and will allow them in turn to make a significant contribution to corpus-informed ELT pedagogy.
Автор: Carrier Michael, Damerow Ryan M., Bailey Kathleen M. Название: Digital Language Learning and Teaching: Research, Theory, and Practice ISBN: 1138696803 ISBN-13(EAN): 9781138696808 Издательство: Taylor&Francis Рейтинг: Цена: 22968.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning, providing an overview of recent developments in the application of educational technology to language learning and teaching,
Автор: Berta Carrasco; Stacey Margarita Johnson Название: Hybrid Language Teaching in Practice ISBN: 3319164252 ISBN-13(EAN): 9783319164250 Издательство: Springer Рейтинг: Цена: 6986.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book allows readers to explore the inner workings of a hybrid class from the perspectives of two instructors with different pedagogical orientations, from the students` perspectives, including learning outcomes and immediately practical teaching tools.
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