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This book presents results from a four-year project addressing the
central question: What factors, challenges, and contexts contribute
to and constrain literacy achievement among at-risk adolescent
learners with culturally diverse backgrounds? Researchers consider
the importance of several, interrelated factors that support the
development of adolescents' literacies in multilingual contexts:
support from educators, community groups, families, and peers;
recognition of the multi-faceted complexity of literacy through
multiple, complementary methods of research and assessment;
approaches to pedagogy that engage learners' zones of proximal
development in humanistic and purposeful ways; and promoting
students' vocabulary knowledge, strategies for reading, writing,
and learning, and orientations to engaging with epistemic purposes
of literacy critically, through multiple media, and with
self-confidence.
Synthesizing twenty-five years of the most significant and
influential findings of published research on second language
writing in English, this volume promotes understanding and provides
access to research developments in the field. Overall, it
distinguishes the major contexts of English L2 learning in North
America, synthesizes the research themes, issues, and findings that
span these contexts, and interprets the methodological progression
and substantive findings of this body of knowledge. Of particular
interest is the extensive bibliography, which makes this volume an
essential reference tool for libraries and serious writing
professionals, both researchers and practitioners, both L1 and L2.
This book is designed to help researchers become familiar with the
most important research on this topic, to promote understanding of
pedagogical needs of L2 writing students, and to introduce graduate
students to L2 writing research findings. It is organized in three
sections: Contexts for L2 Writing, covering research on L2 writers'
in school settings, in community, workplace, and professional
environments, and in respect to ideological issues; Instruction and
Assessment, focusing on pedagogical and assessment issues within
courses and institutions; Basic Research on Second Language
Writing, reviewing basic empirical research on L2 writers,
composing processes, and texts. A Synthesis of Research on L2
Writing in English is intended for L2 writing researchers world
wide, L2 writing practitioners, graduate students in TESOL methods
courses, L1 English writing professionals and practitioners, and
graduate students in teacher education courses in literacy
development, as well as writing centersserving the growing number
of L2 writers using those services.
This book presents results from a four-year project addressing the
central question: What factors, challenges, and contexts contribute
to and constrain literacy achievement among at-risk adolescent
learners with culturally diverse backgrounds? Researchers consider
the importance of several, interrelated factors that support the
development of adolescents' literacies in multilingual contexts:
support from educators, community groups, families, and peers;
recognition of the multi-faceted complexity of literacy through
multiple, complementary methods of research and assessment;
approaches to pedagogy that engage learners' zones of proximal
development in humanistic and purposeful ways; and promoting
students' vocabulary knowledge, strategies for reading, writing,
and learning, and orientations to engaging with epistemic purposes
of literacy critically, through multiple media, and with
self-confidence.
'I applaud the authors for this sizeable undertaking, as well as
the care exercised in selecting and sequencing topics and
subtopics. A major strength and salient feature of this volume is
its range: It will serve as a key reference tool for researchers
working in L2 composition and in allied fields.' - John Hedgcock,
Monterey Institute for International Studies Synthesizing
twenty-five years of the most significant and influential findings
of published research on second language writing in English, this
volume promotes understanding and provides access to research
developments in the field. Overall, it distinguishes the major
contexts of English L2 learning in North America, synthesizes the
research themes, issues, and findings that span these contexts, and
interprets the methodological progression and substantive findings
of this body of knowledge. Of particular interest is the extensive
bibliography, which makes this volume an essential reference tool
for libraries and serious writing professionals, both researchers
and practitioners, both L1 and L2. This book is designed to allow
researchers to become familiar with the most important research on
this topic, to promote understanding of pedagogical needs of L2
writing students, and to introduce graduate students to L2 writing
research findings.
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