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Putting Critical Language Pedagogy into Practice explores the
practice of language teaching through the lens of critical
pedagogy, reflexivity, and the importance of reflexivity for
teacher development. It also shows how these reflexive practices
can contribute to more inclusivity and decolonization of the
curriculum. A range of experts argue persuasively for
epistemological reflexivity in practice and demonstrate how to
implement this critical thinking into daily instructional practice.
Each chapter is structured around three themes in order to help
readers connect challenging theoretical ideas into day to day
teaching practice: Reflection - The author's story and issue of
concern Epistemic Reflexivity - personal epistemologies reflecting
on the social conditions influencing the theory underpinning that
author's practices Resolved action - how the epistemic reflexivity
leads to purposeful decision-making enacted in classroom contexts.
Original, thoughtful and challenging, this text is fascinating and
instructional reading for language education advanced students,
researchers and practitioners.
Putting Critical Language Pedagogy into Practice explores the
practice of language teaching through the lens of critical
pedagogy, reflexivity, and the importance of reflexivity for
teacher development. It also shows how these reflexive practices
can contribute to more inclusivity and decolonization of the
curriculum. A range of experts argue persuasively for
epistemological reflexivity in practice and demonstrate how to
implement this critical thinking into daily instructional practice.
Each chapter is structured around three themes in order to help
readers connect challenging theoretical ideas into day to day
teaching practice: Reflection - The author's story and issue of
concern Epistemic Reflexivity - personal epistemologies reflecting
on the social conditions influencing the theory underpinning that
author's practices Resolved action - how the epistemic reflexivity
leads to purposeful decision-making enacted in classroom contexts.
Original, thoughtful and challenging, this text is fascinating and
instructional reading for language education advanced students,
researchers and practitioners.
This volume explores the nature of discourse in secondary and upper
elementary mathematics and science classrooms. Chapters examine
conditions that support or hinder teachers and students, in
particular language learners, in employing language as a tool for
learning. The volume provides rich oral and written language
examples from a range of classroom contexts to illustrate how
linguistic practices affect students' appropriation and display of
disciplinary specific knowledge. Chapters further explore
linguistic practices through with the support of discourse analytic
models that foreground the authentic classroom data with the aim of
understanding the dynamics of the classroom. The authors
investigate the intersection between discourse and learning from a
range of perspectives, including an examination of key concepts
such as intertextuality, interaction, mediation, scaffolding,
appropriation, and adaptations. This volume offers concrete
suggestions on how teachers might benefit from a discourse approach
to teaching in the areas of mathematics and science.
This volume explores the nature of discourse in secondary and upper
elementary mathematics and science classrooms. Chapters examine
conditions that support or hinder teachers and students, in
particular language learners, in employing language as a tool for
learning. The volume provides rich oral and written language
examples from a range of classroom contexts to illustrate how
linguistic practices affect students' appropriation and display of
disciplinary specific knowledge. Chapters further explore
linguistic practices through with the support of discourse analytic
models that foreground the authentic classroom data with the aim of
understanding the dynamics of the classroom. The authors
investigate the intersection between discourse and learning from a
range of perspectives, including an examination of key concepts
such as intertextuality, interaction, mediation, scaffolding,
appropriation, and adaptations. This volume offers concrete
suggestions on how teachers might benefit from a discourse approach
to teaching in the areas of mathematics and science.
Copublished with the National Council of Teachers of Mathematics
(NCTM). With a focus on ways to best tailor instruction to
captitalize upon the strengths each ELL brings to the classroom,
The Common Core State Standards in Mathematics for English Language
Learners, High School, explores some of the ways high school
mathematics content can be made accessible to ELLs by building from
their strengths and scaffolding their opportunities to learn more.
The chapters included in this text describe specific lessons and
instructional moves teachers may make that will not only support
their students in learning the mathematical content, but also the
associated English structures that accompany the content. Each
chapter also provides Reflection Questions and Action Plans that
are useful for practicing teachers, preservice teachers, graduate
students, academics, researchers, and professional development
providers.
Language is a vital tool for teaching math-it's present in word
problems, textbooks, teacher talk, and more. With this
game-changing guidebook, middle and high school teachers will
harness the power of language to ensure math success for all
students, including multilingual and other diverse learners who may
need support to access academic language.Introducing a unique
functional language awareness approach developed through decades of
research and field work, this book helps teachers examine how they
use language in the math classroom and make small changes to their
words and practices to support student learning. Math teachers will
see the functional language awareness approach in action across
different classroom contexts, and they'll get a practical
collection of ideas, activities, and tools for making the most of
language in the math classroom. An innovative approach that
complements popular math models used with English learners, this
guidebook will help educators use language consistently and
effectively to meet the learning needs of all MATH TEACHERS WILL:
record, analyze, and reflect on their own use of language in the
classroom increase understanding of student strengths and needs by
developing learner profiles establish language-rich interactive
routines that engage all learners plan powerful math lessons with
an explicit focus on how language can support learning build
student competence in key skills related to math, including
explaining, reasoning, and problem-solving teach students precise
language for communicating their math knowledge use a think-aloud
technique to reflect on and improve elements of their planning and
teaching SPECIAL FEATURES: Leverage language effectively in the
math classroom through sample transcripts of teacher-student
discourse, Try It Yourself boxes, On Your Own activities, and
reflective practice. Online materials include a lesson plan
template, sample lesson plan, transcription guide, and other forms
to support effective teaching.
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Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
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