|
Showing 1 - 17 of
17 matches in All Departments
* Includes chapters based on award-winning, unpublished original
research carried out in a range of contexts across the globe, at
the primary, secondary, and post-secondary levels * Offers unique
overviews, empirical research, and insights into the teaching and
learning of English in through content-based instruction * The
diversity of authors, research contexts, and related topics will
contribute to a novel sampling of research on the topic
* Includes chapters based on award-winning, unpublished original
research carried out in a range of contexts across the globe, at
the primary, secondary, and post-secondary levels * Offers unique
overviews, empirical research, and insights into the teaching and
learning of English in through content-based instruction * The
diversity of authors, research contexts, and related topics will
contribute to a novel sampling of research on the topic
An important contribution to the emerging body of research-based
knowledge about English grammar, this volume presents empirical
studies along with syntheses and overviews of previous and ongoing
work on the teaching and learning of grammar for learners of
English as a second/foreign language. It explores a variety of
approaches, including form-focused instruction, content and
language integration, corpus-based lexicogrammatical approaches,
and social perspectives on grammar instruction. Nine chapter
authors are Priority Research Grant or Doctoral Dissertation Grant
awardees from The International Research Foundation for English
Language Education (TIRF), and four overview chapters are written
by well-known experts in English language education. Each research
chapter addresses issues that motivated the research, the context
of the research, data collection and analysis, findings and
discussion, and implications for practice, policy, and future
research. The TIRF-sponsored research was made possible by a
generous gift from Betty Azar. This book honors her contributions
to the field and recognizes her generosity in collaborating with
TIRF to support research on English grammar. Teaching and Learning
English Grammar is the second volume in the Global Research on
Teaching and Learning English Series, co-published by Routledge and
TIRF.
An important contribution to the emerging body of research-based
knowledge about English grammar, this volume presents empirical
studies along with syntheses and overviews of previous and ongoing
work on the teaching and learning of grammar for learners of
English as a second/foreign language. It explores a variety of
approaches, including form-focused instruction, content and
language integration, corpus-based lexicogrammatical approaches,
and social perspectives on grammar instruction. Nine chapter
authors are Priority Research Grant or Doctoral Dissertation Grant
awardees from The International Research Foundation for English
Language Education (TIRF), and four overview chapters are written
by well-known experts in English language education. Each research
chapter addresses issues that motivated the research, the context
of the research, data collection and analysis, findings and
discussion, and implications for practice, policy, and future
research. The TIRF-sponsored research was made possible by a
generous gift from Betty Azar. This book honors her contributions
to the field and recognizes her generosity in collaborating with
TIRF to support research on English grammar. Teaching and Learning
English Grammar is the second volume in the Global Research on
Teaching and Learning English Series, co-published by Routledge and
TIRF.
|
Handbook of Heritage, Community, and Native American Languages in the United States - Research, Policy, and Educational Practice (Hardcover, New)
Terrence G Wiley, Joy Kreeft Peyton, Donna Christian, Sarah Catherine K Moore, Na Liu
|
R7,908
Discovery Miles 79 080
|
Ships in 12 - 17 working days
|
Co-published by the Center for Applied Linguistics Timely and
comprehensive, this state-of-the-art overview of major issues
related to heritage, community, and Native American languages in
the United States, based on the work of noted authorities, draws
from a variety of perspectives-the speakers; use of the languages
in the home, community, and wider society; patterns of acquisition,
retention, loss, and revitalization of the languages; and specific
education efforts devoted to developing stronger connections with
and proficiency in them. Contributions on language use, programs
and instruction, and policy focus on issues that are applicable to
many heritage language contexts. Offering a foundational
perspective for serious students of heritage, community, and Native
American languages as they are learned in the classroom,
transmitted across generations in families, and used in
communities, the volume provides background on the history and
current status of many languages in the linguistic mosaic of U.S.
society and stresses the importance of drawing on these languages
as societal, community, and individual resources, while also noting
their strategic importance within the context of globalization.
This book is the eighth volume in the Global Research on Teaching
and Learning English series, co-published with The International
Research Foundation for English Language Education (TIRF). It
brings together the latest developments in research on teaching
English in under-resourced contexts across the world, offering a
window into the complex challenges that these communities face.
Recommendations from research and experience in well-resourced
contexts are frequently not relevant or feasible in different
circumstances. Contributors explore local and regional assets and
challenges to provide a deeper understanding of the difficult
issues that language learners and teachers must confront, and they
provide insights to meet those challenges. With chapters written by
TIRF Doctoral Dissertation Grant awardees, the volume addresses the
crucial and growing need for research-based conversations on the
contexts, environments, and challenges of teaching English in areas
of the world with limited resources, literacy levels, or other
constraints. The volume includes sections on policy connections,
teacher preparation, and practice insights. It is a useful resource
for graduate students and teacher educators in language education,
ESL/EFL education, and international education, and an enlightening
reference for all readers with an interest in language education
around the world.
Co-published by the Center for Applied Linguistics Timely and
comprehensive, this state-of-the-art overview of major issues
related to heritage, community, and Native American languages in
the United States, based on the work of noted authorities, draws
from a variety of perspectives-the speakers; use of the languages
in the home, community, and wider society; patterns of acquisition,
retention, loss, and revitalization of the languages; and specific
education efforts devoted to developing stronger connections with
and proficiency in them. Contributions on language use, programs
and instruction, and policy focus on issues that are applicable to
many heritage language contexts. Offering a foundational
perspective for serious students of heritage, community, and Native
American languages as they are learned in the classroom,
transmitted across generations in families, and used in
communities, the volume provides background on the history and
current status of many languages in the linguistic mosaic of U.S.
society and stresses the importance of drawing on these languages
as societal, community, and individual resources, while also noting
their strategic importance within the context of globalization.
Like its predecessor, Dialects in Schools and Communities, this
book illuminates major language-related issues that educational
practitioners confront, such as responding to dialect related
features in students' speech and writing, teaching Standard
English, teaching students about dialects, and distinguishing
dialect difference from language disorders. It approaches these
issues from a practical perspective rooted in sociolinguistic
research, with a focus on the research base for accommodating
dialect differences in schools. Expanded coverage includes research
on teaching and learning and attention to English language
learners. All chapters include essential information about language
variation, language attitudes, and principles of handling dialect
differences in schools; classroom-based samples illustrating the
application of these principles; and an annotated resources list
for further reading. The text is supported by a Companion Website
(www.routledge.com/cw/Reaser) providing additional resources
including activities, discussion questions, and audio/visual
enhancements that illustrate important information and/or
pedagogical approaches. Comprehensive and authoritative, Dialects
at School reflects both the relevant research bases in linguistics
and education and educational practices concerning language
variation. The problems and examples included are authentic, coming
from the authors' own research, observations and interactions in
public school classrooms, and feedback in workshops. Highlights
include chapters on oral language and reading and writing in
dialectally diverse classrooms, as well as a chapter on language
awareness for students, offering a clear and compelling overview of
how teachers can inspire students to learn more about language
variation, including their own community language patterns. An
inventory of dialect features in the Appendix organizes and expands
on the structural descriptions presented in the chapters.
This book is the eighth volume in the Global Research on Teaching
and Learning English series, co-published with The International
Research Foundation for English Language Education (TIRF). It
brings together the latest developments in research on teaching
English in under-resourced contexts across the world, offering a
window into the complex challenges that these communities face.
Recommendations from research and experience in well-resourced
contexts are frequently not relevant or feasible in different
circumstances. Contributors explore local and regional assets and
challenges to provide a deeper understanding of the difficult
issues that language learners and teachers must confront, and they
provide insights to meet those challenges. With chapters written by
TIRF Doctoral Dissertation Grant awardees, the volume addresses the
crucial and growing need for research-based conversations on the
contexts, environments, and challenges of teaching English in areas
of the world with limited resources, literacy levels, or other
constraints. The volume includes sections on policy connections,
teacher preparation, and practice insights. It is a useful resource
for graduate students and teacher educators in language education,
ESL/EFL education, and international education, and an enlightening
reference for all readers with an interest in language education
around the world.
This book describes dialect differences in American English and
their impact on education and everyday life. It explores some of
the major issues that confront educational practitioners and
suggests what practitioners can do to recognize students' language
abilities, support their language development, and expand their
knowledge about dialects. Topics addressed include: *popular
concerns about the nature of language variation; *characteristic
structures of different dialects; *various interactive patterns
characteristic of social groups; *the school impacts of dialect
differences in speaking, writing, and reading, including questions
about teaching Standard English; and *the value of dialect
education in schools to enable students to understand dialects as
natural and normal language phenomena. Changesin the Second
Edition: In this edition the authors reconsider and expand their
discussion of many of the issues addressed in the first edition and
in other of their earlier works, taking into account especially the
research on dialects and publications for audiences beyond
linguistics that have appeared since the first edition. This
edition is offered as an updated report on the state of language
variation and education in the United States. Dialects in Schools
and Communities is rooted in questions that have arisen in
workshops, surveys, classes, discussion groups, and conversations
with practitioners and teacher educators. It is thus intended to
address important needs in a range of educational and related
service fields. As an overview of current empirical research, it
synthesizes current understandings and provides key references-in
this sense it is a kind of translation and interpretation in which
the authors' goal is to bring together the practical concerns of
educators and the vantage point of sociolinguistics. No background
in linguistics or sociolinguistics is assumed on the part of the
reader. This volume is intended for teacher interns and practicing
teachers in elementary and secondary schools; early childhood
specialists; specialists in reading and writing; speech/language
pathologists; special education teachers; and students in various
language specialties.
Rising enrollments of students for whom English is not a first
language mean that every teacher - whether teaching kindergarten or
high school algebra - is a language teacher. This book explains
what teachers need to know about language in order to be more
effective in the classroom, and it shows how teacher education
might help them gain that knowledge. It focuses especially on
features of academic English and gives examples of the many aspects
of teaching and learning to which language is key. This second
edition reflects the now greatly expanded knowledge base about
academic language and classroom discourse, and highlights the
pivotal role that language plays in learning and schooling. The
volume will be of interest to teachers, teacher educators,
professional development specialists, administrators, and all those
interested in helping to ensure student success in the classroom
and beyond.
Like its predecessor, Dialects in Schools and Communities, this
book illuminates major language-related issues that educational
practitioners confront, such as responding to dialect related
features in students' speech and writing, teaching Standard
English, teaching students about dialects, and distinguishing
dialect difference from language disorders. It approaches these
issues from a practical perspective rooted in sociolinguistic
research, with a focus on the research base for accommodating
dialect differences in schools. Expanded coverage includes research
on teaching and learning and attention to English language
learners. All chapters include essential information about language
variation, language attitudes, and principles of handling dialect
differences in schools; classroom-based samples illustrating the
application of these principles; and an annotated resources list
for further reading. The text is supported by a Companion Website
(www.routledge.com/cw/Reaser) providing additional resources
including activities, discussion questions, and audio/visual
enhancements that illustrate important information and/or
pedagogical approaches. Comprehensive and authoritative, Dialects
at School reflects both the relevant research bases in linguistics
and education and educational practices concerning language
variation. The problems and examples included are authentic, coming
from the authors' own research, observations and interactions in
public school classrooms, and feedback in workshops. Highlights
include chapters on oral language and reading and writing in
dialectally diverse classrooms, as well as a chapter on language
awareness for students, offering a clear and compelling overview of
how teachers can inspire students to learn more about language
variation, including their own community language patterns. An
inventory of dialect features in the Appendix organizes and expands
on the structural descriptions presented in the chapters.
This volume builds on Fortune and Tedick's 2008 Pathways to
Multilingualism: Evolving Perspectives on Immersion Education and
showcases the practice and promise of immersion education through
in-depth investigations of program design, implementation
practices, and policies in one-way, two-way and indigenous
programs. Contributors present new research and reflect on
possibilities for strengthening practices and policies in immersion
education. Questions explored include: What possibilities for
program design exist in charter programs for both two-way and
indigenous models? How do studies on learner outcomes lead to
possibilities for improvements in program implementation? How do
existing policies and practices affect struggling immersion
learners and what possibilities can be imagined to better serve
such learners? In addressing such questions, the volume invites
readers to consider the possibilities of immersion education to
enrich the language development and educational achievement of
future generations of learners.
Rising enrollments of students for whom English is not a first
language mean that every teacher - whether teaching kindergarten or
high school algebra - is a language teacher. This book explains
what teachers need to know about language in order to be more
effective in the classroom, and it shows how teacher education
might help them gain that knowledge. It focuses especially on
features of academic English and gives examples of the many aspects
of teaching and learning to which language is key. This second
edition reflects the now greatly expanded knowledge base about
academic language and classroom discourse, and highlights the
pivotal role that language plays in learning and schooling. The
volume will be of interest to teachers, teacher educators,
professional development specialists, administrators, and all those
interested in helping to ensure student success in the classroom
and beyond.
This book describes dialect differences in American English and
their impact on education and everyday life. It explores some of
the major issues that confront educational practitioners and
suggests what practitioners can do to recognize students' language
abilities, support their language development, and expand their
knowledge about dialects. Topics addressed include: *popular
concerns about the nature of language variation; *characteristic
structures of different dialects; *various interactive patterns
characteristic of social groups; *the school impacts of dialect
differences in speaking, writing, and reading, including questions
about teaching Standard English; and *the value of dialect
education in schools to enable students to understand dialects as
natural and normal language phenomena. Changesin the Second
Edition: In this edition the authors reconsider and expand their
discussion of many of the issues addressed in the first edition and
in other of their earlier works, taking into account especially the
research on dialects and publications for audiences beyond
linguistics that have appeared since the first edition. This
edition is offered as an updated report on the state of language
variation and education in the United States. Dialects in Schools
and Communities is rooted in questions that have arisen in
workshops, surveys, classes, discussion groups, and conversations
with practitioners and teacher educators. It is thus intended to
address important needs in a range of educational and related
service fields. As an overview of current empirical research, it
synthesizes current understandings and provides key references-in
this sense it is a kind of translation and interpretation in which
the authors' goal is to bring together the practical concerns of
educators and the vantage point of sociolinguistics. No background
in linguistics or sociolinguistics is assumed on the part of the
reader. This volume is intended for teacher interns and practicing
teachers in elementary and secondary schools; early childhood
specialists; specialists in reading and writing; speech/language
pathologists; special education teachers; and students in various
language specialties.
The book provides a review of scientific research on the learning
outcomes of students with limited or no proficiency in English in
U.S. schools. Research on students in kindergarten to grade 12 is
reviewed. The primary chapters of the book focus on these students'
acquisition of oral language skills in English, their development
of literacy (reading & writing) skills in English,
instructional issues in teaching literacy, and achievement in
academic domains (i.e., mathematics, science, and reading). The
reviews and analyses of the research are relatively technical with
a focus on research quality, design characteristics, and
statistical analyses. The book provides a set of summary tables
that give details about each study, including full references,
characteristics of the students in the research, assessment tools
and procedures, and results. A concluding chapter summarizes the
major issues discussed and makes recommendations about particular
areas that need further research.
The book provides the first and only review of scientific research
on the learning outcomes of students with limited or no proficiency
in English in U.S. schools. Research on students in kindergarten to
grade 12 is reviewed. The primary chapters of the book focus on
these students' acquisition of oral language skills in English,
their development of literacy (reading & writing) skills in
English, instructional issues in teaching literacy, and achievement
in academic domains (i.e., mathematics, science, and reading). The
reviews and analyses of the research are relatively technical with
a focus on research quality, design characteristics, and
statistical analyses. The book provides a unique set of summary
tables that give details about each study, including full
references, characteristics of the students in the research,
assessment tools and procedures, and results. A concluding chapter
summarizes the major issues discussed and makes recommendations
about particular areas that need further research.
|
|