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This collection argues that being aware of and reflecting on
language form and language use is a powerful tool, not only in
language learning, but also in wider society. It adopts an
interdisciplinary stance: one chapter argues the need for Language
Awareness in business contexts, while another examines the role of
critical cultural awareness and Language Awareness in education as
'bildung'. Others report on research studies in language classrooms
and in teacher education. Language Awareness is interrogated from a
range of perspectives such as peer interaction, teaching young
learners, learner strategies and strategies for writing, online
reading, and oral fluency training. The scope is global, including
contributions from Canada, Germany, Iran, Japan, Spain, and the UK,
and covers bilingual as well as multilingual contexts. The book
will be of interest to language teachers, language teacher
educators, other language professionals, and generally to the
language aware. This book was originally published as a special
issue of Language Awareness.
This book is a valuable resource for teachers and other
professionals who are looking for a proven way to increase cultural
appreciation and awareness. New applications of the ABCs model of
Cultural Understanding and Communication are presented and
discussed in this new volume, based on studies done in the United
States, and Canada and Europe. In this ground-breaking project, the
authors describe how the ABCs model complicated and challenged and
changed the cultural perceptions of those who participated in it,
even those who were initially highly resistant to such
possibilities. At the heart of the project is the exchange of
narratives - life stories that give insight into the cultural
worlds of selves and others. In addition to the narratives, other
instruments including the Transcultural Competence Scale (TCC),
provide further evidence of the positive impact of the ABCs on
participants' receptivity toward cultural differences. In the
TRANSABCs project, researchers from both sides of the Atlantic
invited teacher candidates, students who will become workplace and
other professionals to write an autobiography (A) of themselves
from various cultural perspectives, a biography (B) of an
individual who is culturally different from themselves along
particular dimensions, and to use these documents to conduct
cross-cultural comparisons (C) between themselves and the person
they interviewed. Furthermore, candidates developed culturally
responsive ideas for the school or the workplace (C). These
exchanges and analyses produced epiphanies and insights that
translated into specific actions to improve cultural understanding
and communication in classrooms and workplaces. Educators and
professionals can take from these examples to inspire their own
personal journey toward greater cultural understanding and
sensitivity.
This book is a valuable resource for teachers and other
professionals who are looking for a proven way to increase cultural
appreciation and awareness. New applications of the ABCs model of
Cultural Understanding and Communication are presented and
discussed in this new volume, based on studies done in the United
States, and Canada and Europe. In this ground-breaking project, the
authors describe how the ABCs model complicated and challenged and
changed the cultural perceptions of those who participated in it,
even those who were initially highly resistant to such
possibilities. At the heart of the project is the exchange of
narratives - life stories that give insight into the cultural
worlds of selves and others. In addition to the narratives, other
instruments including the Transcultural Competence Scale (TCC),
provide further evidence of the positive impact of the ABCs on
participants' receptivity toward cultural differences. In the
TRANSABCs project, researchers from both sides of the Atlantic
invited teacher candidates, students who will become workplace and
other professionals to write an autobiography (A) of themselves
from various cultural perspectives, a biography (B) of an
individual who is culturally different from themselves along
particular dimensions, and to use these documents to conduct
cross-cultural comparisons (C) between themselves and the person
they interviewed. Furthermore, candidates developed culturally
responsive ideas for the school or the workplace (C). These
exchanges and analyses produced epiphanies and insights that
translated into specific actions to improve cultural understanding
and communication in classrooms and workplaces. Educators and
professionals can take from these examples to inspire their own
personal journey toward greater cultural understanding and
sensitivity.
This book is a valuable one for teacher educators and teacher
education programs in the United States and Europe, since it is
organized around numerous data sources. It contains national and
international adaptations of the ABC's of Cultural Understanding
and Communication. Authors for this book represent many languages
and cultures and know, first hand, the socially constructed issues
related to language, culture, and ethnicity. This book promises to
make a significant contribution to preparing teachers to work with
families and children. It should be read by all teacher educators
as well as preservice and inservice teachers. In the new millennium
teachers must redefine their responsibilities to ensure that ALL
children have the opportunity to succeed. ABC's of Cultural
Understanding and Communication: National and International
Adaptations is a perfect place to start.
This book is a valuable one for teacher educators and teacher
education programs in the United States and Europe, since it is
organized around numerous data sources. It contains national and
international adaptations of the ABC's of Cultural Understanding
and Communication. Authors for this book represent many languages
and cultures and know, first hand, the socially constructed issues
related to language, culture, and ethnicity. This book promises to
make a significant contribution to preparing teachers to work with
families and children. It should be read by all teacher educators
as well as preservice and inservice teachers. In the new millennium
teachers must redefine their responsibilities to ensure that ALL
children have the opportunity to succeed. ABC's of Cultural
Understanding and Communication: National and International
Adaptations is a perfect place to start.
Gegenstand der Studie ist das peer-gestutzte Vorgehen gemass "Peer
Scaffolding" von leistungsheterogen und -homogen zusammengesetzten
Fremdsprachenlernenden einer 9. Realschulklasse bei der kognitiv
anspruchsvollen Textarbeit. Die Autorin folgt dem Paradigma des
"Mixed Methods Approach", indem die qualitative Inhaltsanalyse und
Gesprachsanalyse der Interaktionsdaten durch quantitative Verfahren
erganzt werden. Sie weist nach, dass die gegenseitige Hilfestellung
der SchulerInnen insbesondere im Zusammenhang mit Elaborations-,
Erklarungs- und Elizitierstrategien hohes Lernpotenzial enthalt.
Bemerkenswert ist, dass offenbar Unterschiede in der fachlichen
Leistung der Lernenden eine geringere Rolle spielen als
antizipierender Nachvollzug, Involviertheit und das
Interaktionsgefuge beim peer-gestutzten Lernen.
Methodische und methodologische empirische Grundlagen wurden uber
einen langen Zeitraum aus der Psychologie, der Soziologie und aus
den Erziehungswissenschaften in die fachdidaktische Forschung
"exportiert" und sind mitverantwortlich fur die gelungene
empirische Wende auch in den Fachdidaktiken. Der Tagungsband der
Kasseler Methodentage 2016 zu den drei rekonstruktiven
Analyseverfahren Lautes Denken, "Stimulated Recall" und
Dokumentarische Methode spiegelt den Austausch junger
Promovendinnen und Promovenden sowie Habilitandinnen und
Habilitanden uber relevante methodisch-methodologische Themen der
Sprachlehr- und -lernforschung. Er leistet einen Beitrag zur
Konsolidierung und Verbreiterung des forschungsmethodischen Wissens
in diesem Bereich.
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