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This book explores the ways in which multimodality and
multilingualism as areas of study intersect and provides empirical
examples of how this looks in practice from a wide range of
settings. The chapters include visual as well as linguistic
descriptions of practice and provide an accessible introduction to
multimodality and multilingualism for a readership from
undergraduate students to researchers. The book argues that the
everyday practices of multilingual communities are multimodal in
nature, and that by working at the intersection of multilingualism
and multimodality we may be able to make fruitful advances in
multiple areas of applied linguistics, and properly appreciate the
actual human complexities of communication.
This book explores the ways in which multimodality and
multilingualism as areas of study intersect and provides empirical
examples of how this looks in practice from a wide range of
settings. The chapters include visual as well as linguistic
descriptions of practice and provide an accessible introduction to
multimodality and multilingualism for a readership from
undergraduate students to researchers. The book argues that the
everyday practices of multilingual communities are multimodal in
nature, and that by working at the intersection of multilingualism
and multimodality we may be able to make fruitful advances in
multiple areas of applied linguistics, and properly appreciate the
actual human complexities of communication.
Ever since its publication in 1995, this book has offered a means
for teachers to consider why some bilingual pupils in their
classrooms are not making learning progress or are academically
underachieving. This new second edition has been revised and
updated in the light of the new government legislation and
guidance, most significantly the revised Code of Practice for
Special Educational Needs.
It continues to look at ways of asking questions about the pupil,
of collecting evidence of both learning and language development
and of offering support within the classroom.
It contains a model and photocopiable proformas for use within
schools, which should help to establish clear systems of
identification of those bilingual pupils who may have special
learning needs and to distinguish these from the need for language
support.
Ever since its publication in 1995, this book has offered a means
for teachers to consider why some bilingual pupils in their
classrooms are not making learning progress or are academically
underachieving. This new second edition has been revised and
updated in the light of the new government legislation and
guidance, most significantly the revised Code of Practice for
Special Educational Needs. It continues to look at ways of asking
questions about the pupil, of collecting evidence of both learning
and language development and of offering support within the
classroom. It contains a model and photocopiable proformas for use
within schools, which should help to establish clear systems of
identification of those bilingual pupils who may have special
learning needs and to distinguish these from the need for language
support.
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