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This book locates dialogic pedagogy within the history of TESOL
approaches and methods in which the communicative approach has been
the dominant paradigm. Dialogic inquiry in the form of story
telling, oral histories, and knowledge from the ground up and from
the margins has much to offer the field. In dialogic approaches,
the teacher and students learn in community and the students' home
languages and cultures, their families and communities, are seen as
resources. Dialogic Approaches to TESOL: Where the Ginkgo Tree
Grows explores teacher research, feminist contributions to voice,
social identity and dialogic pedagogy, and the role of teachers,
students, families, and communities as advocates and change agents.
After a brief history of TESOL methods and an introduction to
dialogic pedagogy, four features of dialogic approaches to TESOL
are identified and discussed: learning in community,
problem-posing, learning by doing, and who does knowledge serve?
The main text in each chapter considers a single topic related to
the concept of dialogic pedagogy. Branching text leads to related
discussions without losing the main point of the chapter. This
structure allows readers to become well-rooted in each component of
dialogic pedagogy and to "branch out" into deeper philosophic
understandings as well as actual practices across a range of
contexts. Dialogic Approaches to TESOL offers a place for dialogue
and reflection on the prospects for transforming educational
institutions to serve those who have historically been excluded and
marginalized. It provides questions, frameworks, and resources for
those who are just beginning in the field and for U.S.-based
educators who want to bring critical multicultural and multilingual
perspectives into language arts, reading and literacy education.
This book locates dialogic pedagogy within the history of TESOL
approaches and methods in which the communicative approach has been
the dominant paradigm. Dialogic inquiry in the form of story
telling, oral histories, and knowledge from the ground up and from
the margins has much to offer the field. In dialogic approaches,
the teacher and students learn in community and the students' home
languages and cultures, their families and communities, are seen as
resources.
"Dialogic Approaches to TESOL: Where the Ginkgo Tree Grows"
explores teacher research, feminist contributions to voice, social
identity and dialogic pedagogy, and the role of teachers, students,
families, and communities as advocates and change agents. After a
brief history of TESOL methods and an introduction to dialogic
pedagogy, four features of dialogic approaches to TESOL are
identified and discussed: learning in community, problem-posing,
learning by doing, and who does knowledge serve? The main text in
each chapter considers a single topic related to the concept of
dialogic pedagogy. Branching text leads to related discussions
without losing the main point of the chapter. This structure allows
readers to become well-rooted in each component of dialogic
pedagogy and to "branch out" into deeper philosophic understandings
as well as actual practices across a range of contexts.
"Dialogic Approaches to TESOL" offers a place for dialogue and
reflection on the prospects for transforming educational
institutions to serve those who have historically been excluded and
marginalized. It provides questions, frameworks, and resources for
those who are just beginning in the field and for U.S.-based
educators who want tobring critical multicultural and multilingual
perspectives into language arts, reading and literacy education.
This book is an in-depth examination of education and media under
occupation. The contributors to this volume engage dialogue to
explore these domains and their roles and functioning under
occupation while keeping an eye toward resolution, using the
on-going conflict between Palestine and Israel as the focus. The
uniqueness of this collection is not limited to the willingness of
its authors to investigate topics that have often been left out of
the mainstream, but that they actually enter into dialogue with one
another. Education and media are exemplified as domains that can
either maintain the status quo of oppression when used by
policymakers and governments to do so or can be utilized as
mechanisms for change and peacemaking. These contradictory roles
are highlighted throughout this book by multiple voices.
Learn how to engage and advocate for undocumented children and
youth with this new resource written by and for teachers. Teachers
as Allies provides educators with the information and tools they
need to involve immigrant students and their American-born peers in
inclusive and transformative classroom experiences. The authors
show how immigration policies, ICE enforcement, and societal
attitudes affect undocumented students and how teachers and school
leaders can recognize these influences on students' day-to-day
lives and learning. Offering teaching strategies that address the
needs of DREAMers and undocumented youth as they move through their
K-12 and college education, this timely book includes a broad range
of curriculum connections and resources.
Learn how to engage and advocate for undocumented children and
youth with this new resource written by and for teachers. Teachers
as Allies provides educators with the information and tools they
need to involve immigrant students and their American-born peers in
inclusive and transformative classroom experiences. The authors
show how immigration policies, ICE enforcement, and societal
attitudes affect undocumented students and how teachers and school
leaders can recognize these influences on students' day-to-day
lives and learning. Offering teaching strategies that address the
needs of DREAMers and undocumented youth as they move through their
K-12 and college education, this timely book includes a broad range
of curriculum connections and resources.
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Nadine Gordimer
Paperback
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R398
R330
Discovery Miles 3 300
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