“With the publication of this book, teachers, teacher educators, advanced students and researchers can welcome a user-friendly guide to integrating subject-area content and language skills for English language learners. Based on many years’ practical experience with teachers and courses, Lin provides a sound research-based account of how to use a register and genre approach to issues of teacher development and pedagogical content knowledge, cross-subject collaborations, joint curriculum design, and balanced assessment, illustrated with numerous real-world examples. Particularly to be welcomed are the thoughtful review of the research on different approaches and the candid and critical discussion of how to serve students’ best interests while maintaining an honest intellectual commitment to justice, diversity, and creativity. Highly recommended.” (Professor Jay Lemke, University of California, San Diego, Author of “Talking Science: Language, Learning, and Values”)
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Descripción Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible 'meta-language' (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL areoften situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry. 264 pp. Englisch. Nº de ref. del artículo: 9789811018008
Descripción Kartoniert / Broschiert. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Meets the urgent needs of teachers who are supporting EAL learners in mainstream classroomsClarifies the relationships between LAC, immersion, CLIL, Content-based Instruction and other related approachesEquips teachers to handle practic. Nº de ref. del artículo: 122061074
Descripción Condición: New. Nº de ref. del artículo: I-9789811018008
Descripción Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible 'meta-language' (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL areoften situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry. Nº de ref. del artículo: 9789811018008
Descripción Paperback. Condición: Brand New. 264 pages. 9.00x6.00x0.50 inches. In Stock. Nº de ref. del artículo: x-9811018006