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Originally published as a special issue of the journal Theory into
Practice, this text examines innovative practices and research
relating to Dual Language Education (DLE) in the US. Offering a
variety of perspectives, contributors consider how dual language
learning can benefit English-speaking and partner-language students
across K-12, and explore how multilingualism can be harnessed for
wider academic success. By investigating the ways in which schools
and teachers have ensured provision of an effective DLE curriculum,
chapters identify pedagogies and learning environments which
support dual language learning, and consider how policy, curricula,
and teacher education can be designed to promote social justice and
diversity through broader access to dual programs. This book will
be of interest to graduate and post graduate students, researchers,
academics, professionals and policy makers in the field of
multicultural education, international & comparative education,
bilingualism studies, education policy and pedagogy.
Originally published as a special issue of the journal Theory into
Practice, this text examines innovative practices and research
relating to Dual Language Education (DLE) in the US. Offering a
variety of perspectives, contributors consider how dual language
learning can benefit English-speaking and partner-language students
across K-12, and explore how multilingualism can be harnessed for
wider academic success. By investigating the ways in which schools
and teachers have ensured provision of an effective DLE curriculum,
chapters identify pedagogies and learning environments which
support dual language learning, and consider how policy, curricula,
and teacher education can be designed to promote social justice and
diversity through broader access to dual programs. This book will
be of interest to graduate and post graduate students, researchers,
academics, professionals and policy makers in the field of
multicultural education, international & comparative education,
bilingualism studies, education policy and pedagogy.
In this volume, scholars, researchers, and teacher educators from
across the United States present their latest findings regarding
teacher education to develop meaningful learning experiences and
meet the sociocultural, linguistic, and academic needs of Latino
ELLs. The book documents how teacher education programs guide
teachers to engage in culturally and linguistically diverse
academic contexts and sheds light on the variety of research-based
theoretical frameworks that inform teaching practices. A unique
contribution to the field, Learning from Emergent Bilingual Latinx
Learners in K-12 provides innovative approaches for linking Latino
school communities with teachers at a time when demographic shifts
are considerably altering population trends in the K-12 educational
system.
In this volume, scholars, researchers, and teacher educators from
across the United States present their latest findings regarding
teacher education to develop meaningful learning experiences and
meet the sociocultural, linguistic, and academic needs of Latino
ELLs. The book documents how teacher education programs guide
teachers to engage in culturally and linguistically diverse
academic contexts and sheds light on the variety of research-based
theoretical frameworks that inform teaching practices. A unique
contribution to the field, Learning from Emergent Bilingual Latinx
Learners in K-12 provides innovative approaches for linking Latino
school communities with teachers at a time when demographic shifts
are considerably altering population trends in the K-12 educational
system.
Review of Research in Education (Volume 37) explores the
extraordinary pedagogies that teachers and educators have developed
in recent years to address the needs of nondominant students and
families served by public schools and institutions of higher
learning. In this volume, extraordinary pedagogies are shown not to
be about "best practices" or the most effective teaching methods
for teaching to the learners' needs, but rather to bring attention
to how poverty, race, social class, and language interact with
local practices in teaching and learning, and in the everyday lives
of families, educators, children, and youth. By examining these
broader sociocultural issues, this volume challenges recent
attempts to refocus attention on learning outcomes without
considering these larger issues. Transforming schooling is possible
- but it requires extraordinary pedagogies.
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