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This open access volume offers valuable new perspectives on the
question of how mobility, locatedness and immersion in the physical
world can enhance second language teaching and learning. It does so
through a diverse array of empirical studies of language, literacy,
and culture learning in the linguistic landscape of visible and
audible public discourse. Written from conceptually rich and
disciplinarily varied perspectives, its ten chapters address
methodological and practical problems of relating language learning
to the lived and rapidly changing places of the late modern
world. Whether it is within the four walls of a school, in a
nearby multilingual neighborhood, in a virtual telecollaborative
space, or in any other location where languages may be learned,
this volume highlights different configurations of learning spaces,
the leveraging of real-world places for critical learning, and ways
to productively ‘dislocate’ language learners from preconceived
notions and standardized experiences. Together, these elements
create conditions for a language and literacy pedagogy that can be
said to be robustly spatialized: linguistically and culturally
complex, geographically situated, historically informed,
dialogically realized, and socially engaged.
This open access volume offers valuable new perspectives on the
question of how mobility, locatedness and immersion in the physical
world can enhance second language teaching and learning. It does so
through a diverse array of empirical studies of language, literacy,
and culture learning in the linguistic landscape of visible and
audible public discourse. Written from conceptually rich and
disciplinarily varied perspectives, its ten chapters address
methodological and practical problems of relating language learning
to the lived and rapidly changing places of the late modern
world. Whether it is within the four walls of a school, in a
nearby multilingual neighborhood, in a virtual telecollaborative
space, or in any other location where languages may be learned,
this volume highlights different configurations of learning spaces,
the leveraging of real-world places for critical learning, and ways
to productively ‘dislocate’ language learners from preconceived
notions and standardized experiences. Together, these elements
create conditions for a language and literacy pedagogy that can be
said to be robustly spatialized: linguistically and culturally
complex, geographically situated, historically informed,
dialogically realized, and socially engaged.
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