Social Actions For Classroom Language Learning
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Social Actions For Classroom Language Learning
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Author : John Hellermann
language : en
Publisher: Multilingual Matters Limited
Release Date : 2008
Social Actions For Classroom Language Learning written by John Hellermann and has been published by Multilingual Matters Limited this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Education categories.
Based on socio-cultural approaches to research on language learning and classroom video recordings, this book documents language learning as an epiphenomenon of peer face-to-face interaction. This book provides web links so the reader can see the data from the classroom that is the subject of the analyses.
Social Actions For Classroom Language Learning
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Author : John Hellermann
language : en
Publisher: Multilingual Matters
Release Date : 2008-01-01
Social Actions For Classroom Language Learning written by John Hellermann and has been published by Multilingual Matters this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-01-01 with Education categories.
Based on socio-cultural approaches to research on language learning and classroom video recordings, this book documents language learning as an epiphenomenon of peer face-to-face interaction. This book provides web links so the reader can see the data from the classroom that is the subject of the analyses.
Discursive Practice In Language Learning And Teaching
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Author : Richard Young
language : en
Publisher: Wiley-Blackwell
Release Date : 2009-03-16
Discursive Practice In Language Learning And Teaching written by Richard Young and has been published by Wiley-Blackwell this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-03-16 with Language Arts & Disciplines categories.
Discursive Practice is a theory of the linguistic and socio-cultural characteristics of recurring episodes of face-to-face interaction; episodes that have social and cultural significance to a community of speakers. This book examines the discursive practice approach to language-in-interaction, explicating the consequences of grounding language use and language learning in a view of social realities as discursively constructed, of meanings as negotiated through interaction, of the context-bound nature of discourse, and of discourse as social action. The book also addresses how participants’ abilities in a specific discursive practice may be learned, taught, and assessed.
Language Learning And Teaching As Social Inter Action
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Author : Z. Hua
language : en
Publisher: Palgrave MacMillan
Release Date : 2007-07-31
Language Learning And Teaching As Social Inter Action written by Z. Hua and has been published by Palgrave MacMillan this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-07-31 with Education categories.
This book presents the latest research by leading scholars on language learning from a socio-interactional and socio-cultural perspective.
Efl Learning Through Language Activities Outside The Classroom
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Author : Ruedeerath Chusanachoti
language : en
Publisher:
Release Date : 2009
Efl Learning Through Language Activities Outside The Classroom written by Ruedeerath Chusanachoti and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with English language categories.
Methods For Teaching Foreign Languages
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Author : Joan Kelly Hall
language : en
Publisher: Prentice Hall
Release Date : 2001
Methods For Teaching Foreign Languages written by Joan Kelly Hall and has been published by Prentice Hall this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.
For undergraduate or graduate level foreign language methods courses in Teacher Preparation. Also appropriate for junior high and high school teachers of modern foreign languages.Exclusive in its socio-cultural approach to language learning, this comprehensive text builds on the National Communication Standards for foreign language learning. Its goal is to equip students with the necessary knowledge and skills to establish and maintain effective classroom communities of foreign language learners. To accomplish this, the author incorporates the latest research and theoretical insight regarding communication and communicative development with practical application. The result is a complete, effective approach to designing curriculum, instruction, and assessment for foreign languages.
Genre And The Language Learning Classroom
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Author : Brian Paltridge
language : en
Publisher: University of Michigan Press ELT
Release Date : 2001
Genre And The Language Learning Classroom written by Brian Paltridge and has been published by University of Michigan Press ELT this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Foreign Language Study categories.
An analysis of how a curriculum based on communicative events can enhance learning in the language classroom
Creating Equitable Classrooms Through Action Research
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Author : Cathy Caro-Bruce
language : en
Publisher: Corwin
Release Date : 2007-08
Creating Equitable Classrooms Through Action Research written by Cathy Caro-Bruce and has been published by Corwin this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-08 with Education categories.
"Recognizing the importance of race, class, gender, culture, and ability, the authors provide a window into the difficulties that professional educators grapple with as they face the challenge of teaching all children. This text is both authentic and practical, and it demystifies the issues of equity that pervade today′s classrooms."--Diane Yendol-Hoppey, Associate ProfessorUniversity of Florida, Gainsville "Action research of this caliber on the subject of equity is critically needed for all children to have access to the same level of rigor and high standards. This is a must-read for districts that really want to turn action research into action that affects student learning."--Terry Morganti-Fisher, Director of Professional DevelopmentAustin Independent School District, TX Utilize the power of action research to narrow the achievement gap! Despite the best intentions of reform efforts, educational inequity continues to exist in public schools. Creating Equitable Classrooms Through Action Research confronts this challenge head-on and shows educators how they can use action research to both raise student achievement and strengthen instructional leadership. Ideal for both a first-time action research endeavor or one already in progress, this practical guidebook helps practitioners formulate specific research questions, collect and analyze data, and communicate their findings. Educators will discover: Ten action research studies on narrowing the achievement gap Guidelines for implementing an action research project that supports culturally relevant instruction Authentic examples for discussion and reflection Invaluable for school district leaders, teachers, professional development schools, and preservice teachers, this resource for systemwide improvement efforts helps schools provide more equitable learning environments for all children.
Linguistics And Language Behavior Abstracts
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Author :
language : en
Publisher:
Release Date : 2003
Linguistics And Language Behavior Abstracts written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003 with Language and languages categories.
Funding Public Schools
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Author : Kenneth K. Wong
language : en
Publisher:
Release Date : 1999
Funding Public Schools written by Kenneth K. Wong and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with Education categories.
This book examines the fundamental role of politics in funding our public schools and fills a conceptual imbalance in the current literature in school finance and educational policy. Unlike those who are primarily concerned about cost efficiency, Kenneth Wong specifies how resources are allocated for what purposes at different levels of the government. In contrast to those who focus on litigation as a way to reduce funding gaps, he underscores institutional stalemate and the lack of political will to act as important factors that affect legislative deadlock in school finance reform. Wong defines how politics has sustained various types of "rules" that affect the allocation of resources at the federal, state, and local level. While these rules have been remarkably stable over the past twenty to thirty years, they have often worked at cross-purposes by fragmenting policy and constraining the education process at schools with the greatest needs. Wong's examination is shaped by several questions. How do these rules come about? What role does politics play in retention of the rules? Do the federal, state, and local governments espouse different policies? In what ways do these policies operate at cross-purposes? How do they affect educational opportunities? Do the policies cohere in ways that promote better and more equitable student outcomes? Wong concludes that the five types of entrenched rules for resource allocation are rooted in existing governance arrangements and seemingly impervious to partisan shifts, interest group pressures, and constitutional challenge. And because these rules foster policy fragmentation and embody initiatives out of step with the performance-based reform agenda of the 1990s, the outlook for positive change in public education is uncertain unless fairly radical approaches are employed. Wong also analyzes four allocative reform models, two based on the assumption that existing political structures are unlikely to change and two that seek to empower actors at the school level. The two models for systemwide restructuring, aimed at intergovernmental coordination and/or integrated governance, would seek to clarify responsibilities for public education among federal, state, and local authorities-above all, integrating political and educational accountability. The other two models identified by Wong shift control from state and district to the school, one based on local leadership and the other based on market forces. In discussing the guiding principles of the four models, Wong takes care to identify both the potential and limitations of each. Written with a broad policy audience in mind, Wong's book should appeal to professionals interested in the politics of educational reform and to teachers of courses dealing with educational policy and administration and intergovernmental relations.