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Books > Social sciences > Education > Teaching of specific groups > Teaching of ethnic minorities
El libro tiene como objetivo explorar uno de los fenomenos de
aprendizaje que se considera tradicionalmente como central en esta
lengua y en relacion a los estudiantes de lengua extranjera.
Contiene un capitulo introductorio al fenomeno y una secuencia de
estudios monograficos con abundante aporte de datos empiricos sobre
la alternancia de tiempos y modos, y la combinatoria de los mismos,
relativos a diferentes grupos de aprendientes de una gran variedad
de lenguas maternas y contextos de ensenanza. El ultimo capitulo
relaciona las conclusiones de las diferentes investigaciones con el
plano psicolinguistico y didactico, lo que permite tener un
panorama general no teorico o deductivo, sino consolidado por
aportes empiricos provenientes de metodologias afianzadas en la
Linguistica aplicada.
Fremdsprachendidaktiker*innen, Fachdidaktiker*innen, Lehrer*innen
und Studierende haben uber einen Zeitraum von einem Schuljahr aus
ganz verschiedenen Perspektiven Unterricht in einer
Sprachlernklasse kollaborativ begleitet, beobachtet und analysiert,
um gemeinsam nach Wegen zur Steigerung (reflektierter)
professioneller Kompetenz beim Sprach(en)lehren zu suchen. Der Band
fasst die Ergebnisse zusammen und greift folgende
fremdsprachendidaktische Themenkomplexe in seinen Teilkapiteln auf:
1. Sprachlernklassen in Niedersachsen (Status quo), 2.
Sprachbildung und Bildungssprache(n) Deutsch und Englisch, 3.
Diversitatssensibler und differenzierender Unterricht, 4.
Interkulturelle Sensibilisierung, 5. Mehrsprachigkeitsdidaktik, 6.
Lehrer*innenhandlungskompetenz und Lehrer*innenbildung.
This book shows teachers how to develop a toolbox of strategies for
effectively teaching and engaging dual language learners while also
supporting their families from diverse backgrounds. The book is
organized by outlining and describing 45 teaching tips that
educators can use to implement best practices for effectively
supporting dual language learners in their classroom. Using these
tips, the authors detail how teachers can foster a language- and
culture-inclusive classroom environment for all students.
Authoritative and accessible, this book introduces the theory and
practice of teaching writing to students of EFL/ESL learners. While
assuming no specialist knowledge, Ken Hyland systematically sets
out the key issues of course design, lesson planning, texts and
materials, tasks, feedback and assessment and how current research
can inform classroom practice. This second edition is completely
revised to include up-to-date work on automated feedback,
plagiarism, social media, Virtual Learning Environments and teacher
workload issues. It takes the clear stance that student writers not
only need realistic strategies for drafting and revising, but also
a clear understanding of genre to structure their writing
experiences according to the expectations of particular communities
of readers and the constraints of particular contexts. Review
exercises, reflection questions, plentiful examples and a new
extensive glossary make the book invaluable to both prospective and
practicing teachers alike.
In France not only French is spoken, but also a number of other
languages, i.e. those spoken by autochthonous groups and by
immigrants, as well as those in use in the overseas territories of
France. Presenting all of them in a detailed manner, this volume
discusses the opportunities plurilingualism can bring for a
society.
How do school communities create environments that fully prepare
both English learners and dual-language learners for colleges and
careers? Profiling six high-performing high schools, the authors
identify design elements and shared values that were key factors in
yielding extraordinary results. These include a school-wide
language development framework dynamic assessment practices and
intensive social-emotional support.
This collection of empirical work offers an in-depth exploration of
key issues in the education of adolescents and adults with refugee
backgrounds residing in North America, Australia and Europe. These
studies foreground student goals, experiences and voices, and
reflect a high degree of awareness of the assets that
refugee-background students bring to schools and broader society.
Chapters are clustered according to the two themes of Language and
Literacy, and Access and Equity. Each chapter includes a discussion
of context, researcher positionality and implications for
educators, policy-makers and scholars.
Este libro esta dedicado a la formacion de los docentes para
ensenar el espanol como segunda lengua (a inmigrantes). El estudio
abarca todos los contextos educativos en Espana: formacion
universitaria, docentes de espanol en Educacion Primaria y
Secundaria, aulas de apoyo linguistico, Escuelas Oficiales de
Idiomas, academias y asociaciones humanitarias. Participan autores
con amplia experiencia docente e investigadora de distintas etapas
educativas y paises. La metodologia empleada en la investigacion es
muy variada: desde la revision bibliografica, que aporta la
reflexion personal critica, hasta los estudios cualitativos y
cuantitativos con metodos estadisticos. Los autores participantes
en este libro esperan concienciar con su investigacion sobre la
necesidad de una formacion especifica para los profesores de
espanol como segunda lengua que considere las caracteristicas
propias de cada contexto educativo, pero que a la vez tenga como
punto de partida la formacion linguistica y didactica necesaria
para que el proceso de ensenanza-aprendizaje culmine con el
esperado exito comunicativo que contribuira a la integracion social
y cultural de los inmigrantes.
Das Thema Anglizismen wird hier aus einer neuen, kognitiven
Perspektive angegangen. Die Studie grundet auf der These, dass die
Bedeutung eines sprachlichen Ausdrucks nicht per se gegeben ist,
sondern von der Kognition der Sprecher in Abhangigkeit von
kulturellen und sozialen Faktoren sowie vom Sprachgebrauch
konstruiert wird. Anhand einer Korpusanalyse und einer
Informantenbefragung wird die kognitive Verarbeitung von
Anglizismen erforscht. Die Untersuchung weist nach, dass
Entlehnungsprozesse mit bedeutsamen semantischen Verschiebungen
verbunden sind und dass Gebrauch und Bedeutung der Entlehnungen
abhangig sind von der Kommunikationssituation. Die Ergebnisse
zeigen ausserdem, dass Anglizismen fur Darstellung und Wahrnehmung
der sozialen Identitat der Sprecher eine wesentliche Rolle spielen.
An indispensable sampling of the vast assortment of publications
which exist as an adjunct to the mainstream press, or which promote
themes and ideas that may be defined as pop -culture, alternative,
underground, or subversive.
Updated and revised from the pages of the critically acclaimed
"Headpress "journal, this is an enlightened and -entertaining guide
to the counter culture by way of its books and zines, with contact
information accompanying each review so that readers may find out
more.
"Particularly bizarre, disturbing, and sometimes
delightful"-"Time Out"
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