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Critical Language Pedagogy: Interrogating Language, Dialects, and
Power in Teacher Education demonstrates how critical approaches to
language and dialects are an essential part of social justice work
in literacy education. The text details the largest and most
comprehensive study ever conducted on teachers' language beliefs
and learning about dialects, power, and identity. It describes the
experiences of over 300 pre- and in-service teachers from across
the United States who participated in a course on how to enact
Critical Language Pedagogy in their English classrooms. Through
detailed analyses and descriptions, the authors demonstrate how the
course changed teachers' beliefs about language, literacy, and
their students. The book also presents information about the
effectiveness of the mini-course, variations in the responses of
teachers from different regions of the United States, and the
varying language beliefs of teachers of color and White teachers.
The authors present the entire mini-course so that readers can
incorporate it into their own classes, making the book practical as
well as informative for teachers, teacher educators, and
educational researchers. Critical Language Pedagogy: Interrogating
Language, Dialects, and Power in Teacher Education provides a
much-needed theoretical explanation of Critical Language Pedagogy
and, just as importantly, a detailed description of teacher
learning and a Critical Language Pedagogy curriculum that readers
can use in K-12, college, and teacher education classrooms.
Critical Language Pedagogy: Interrogating Language, Dialects, and
Power in Teacher Education demonstrates how critical approaches to
language and dialects are an essential part of social justice work
in literacy education. The text details the largest and most
comprehensive study ever conducted on teachers' language beliefs
and learning about dialects, power, and identity. It describes the
experiences of over 300 pre- and in-service teachers from across
the United States who participated in a course on how to enact
Critical Language Pedagogy in their English classrooms. Through
detailed analyses and descriptions, the authors demonstrate how the
course changed teachers' beliefs about language, literacy, and
their students. The book also presents information about the
effectiveness of the mini-course, variations in the responses of
teachers from different regions of the United States, and the
varying language beliefs of teachers of color and White teachers.
The authors present the entire mini-course so that readers can
incorporate it into their own classes, making the book practical as
well as informative for teachers, teacher educators, and
educational researchers. Critical Language Pedagogy: Interrogating
Language, Dialects, and Power in Teacher Education provides a
much-needed theoretical explanation of Critical Language Pedagogy
and, just as importantly, a detailed description of teacher
learning and a Critical Language Pedagogy curriculum that readers
can use in K-12, college, and teacher education classrooms.
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