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This book provides a detailed and comprehensive design of a new
second language literacy pedagogy and the results of implementing
this pedagogy in different contexts in order to demonstrate that it
is possible to address some long-standing second language (L2)
curriculum and literacy development challenges. The author clearly
explains the theory behind Vygotskian Sociocultural Theory of Mind
and Systemic Functional Linguistics and how they can inform
literacy pedagogy in the form of Concept-Based Language Instruction
and a Division-of-Labor Pedagogy. By presenting detailed
qualitative and quantitative analyses and results of multiple forms
of data, the author demonstrates the effectiveness of the pedagogy.
In conjunction with background on the intricate and interdependent
nature of the concepts needed for second language literacy
development, and in contrast with a cognitivist approach to reading
pedagogy and research, the author provides all the details
necessary for teachers and researchers to appreciate both the
theory and how it can be applied to their practice.
This book provides a detailed and comprehensive design of a new
second language literacy pedagogy and the results of implementing
this pedagogy in different contexts in order to demonstrate that it
is possible to address some long-standing second language (L2)
curriculum and literacy development challenges. The author clearly
explains the theory behind Vygotskian Sociocultural Theory of Mind
and Systemic Functional Linguistics and how they can inform
literacy pedagogy in the form of Concept-Based Language Instruction
and a Division-of-Labor Pedagogy. By presenting detailed
qualitative and quantitative analyses and results of multiple forms
of data, the author demonstrates the effectiveness of the pedagogy.
In conjunction with background on the intricate and interdependent
nature of the concepts needed for second language literacy
development, and in contrast with a cognitivist approach to reading
pedagogy and research, the author provides all the details
necessary for teachers and researchers to appreciate both the
theory and how it can be applied to their practice.
This timely text offers a how-to guide for analyzing gesture and
multimodality in second language learning and teaching. Expert
contributors from around the world outline the theoretical basis
for each topic and offer clear descriptions of data collection and
analysis methods for classroom, naturalistic, quasi-experimental,
and experimental settings. The book further offers a rich array of
ancillary pedagogical material and points out areas ripe for future
study. This will be an invaluable resource for undergraduate and
graduate students, faculty, and researchers of applied linguistics,
communications, education, and psychology interested in gesture
studies and multimodality in L2 learning and teaching.
This timely text offers a how-to guide for analyzing gesture and
multimodality in second language learning and teaching. Expert
contributors from around the world outline the theoretical basis
for each topic and offer clear descriptions of data collection and
analysis methods for classroom, naturalistic, quasi-experimental,
and experimental settings. The book further offers a rich array of
ancillary pedagogical material and points out areas ripe for future
study. This will be an invaluable resource for undergraduate and
graduate students, faculty, and researchers of applied linguistics,
communications, education, and psychology interested in gesture
studies and multimodality in L2 learning and teaching.
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The High Notes
Danielle Steel
Paperback
R340
R266
Discovery Miles 2 660
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