Idioma: Inglés
Publicado por Peter Lang AG, Internationaler V, 2013
ISBN 10: 3034313098 ISBN 13: 9783034313094
Librería: suffolkbooks, Center moriches, NY, Estados Unidos de America
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Librería: Corner of a Foreign Field, Tokyo, TOKYO, Japon
Original o primera edición
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Añadir al carritoHardcover. Condición: Very Good. No Jacket. 1st Edition. 2014.Hardcover.Very good condition.230 pages.Ships from Japan.Usually ships in 1-2 working days.
Idioma: Inglés
Publicado por Peter Lang AG, Internationaler Verlag der Wissenschaften, 2013
ISBN 10: 3034313098 ISBN 13: 9783034313094
Librería: GreatBookPrices, Columbia, MD, Estados Unidos de America
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Idioma: Inglés
Publicado por Peter Lang AG, Internationaler Verlag der Wissenschaften, 2013
ISBN 10: 3034313098 ISBN 13: 9783034313094
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Idioma: Inglés
Publicado por Peter Lang AG, Internationaler Verlag der Wissenschaften, 2013
ISBN 10: 3034313098 ISBN 13: 9783034313094
Librería: GreatBookPrices, Columbia, MD, Estados Unidos de America
EUR 60,46
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Idioma: Inglés
Publicado por Springer Nature Switzerland AG, Cham, 2018
ISBN 10: 3030025284 ISBN 13: 9783030025281
Librería: Grand Eagle Retail, Bensenville, IL, Estados Unidos de America
EUR 62,95
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Añadir al carritoHardcover. Condición: new. Hardcover. This book presents new research on Chinese as a Second Language (CSL) teaching from an ethnographic classroom study on classroom translanguaging practices that highlights the policy and pedagogical implications of adopting a creative and principled multilingual approach. Drawing on a case study from Hong Kong, it analyses naturally observed language patterns in CSL classrooms and the attitudes of students and teachers towards prescribed classroom language policies, and thereby demonstrates the importance of mixing Chinese, English and students home languages to achieve successful second language learning. It discusses the nature and guiding principles for classroom translanguaging research and provides research tools that will enable second language teachers to examine their own language practices. The author argues persuasively that second language teaching practices and policies must reflect the current reality of language use and the diverse learning needs of multilingual students.This book will appeal to teacher educators and researchers in fields such as second language acquisition, foreign language teaching and language policy. The author argues persuasively that second language teaching practices and policies must reflect the current reality of language use and the diverse learning needs of multilingual students.This book will appeal to teacher educators and researchers in fields such as second language acquisition, foreign language teaching and language policy. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Idioma: Inglés
Publicado por Peter Lang AG, Internationaler Verlag der Wissenschaften, 2013
ISBN 10: 3034313098 ISBN 13: 9783034313094
Librería: GreatBookPricesUK, Woodford Green, Reino Unido
EUR 61,27
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Librería: Ria Christie Collections, Uxbridge, Reino Unido
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Librería: Books Puddle, New York, NY, Estados Unidos de America
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Añadir al carritoCondición: New. 1st ed. 2019 edition NO-PA16APR2015-KAP.
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Añadir al carritoHardcover. Condición: Brand New. 127 pages. 8.25x5.75x0.50 inches. In Stock.
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Idioma: Inglés
Publicado por Peter Lang AG, Internationaler Verlag der Wissenschaften, 2013
ISBN 10: 3034313098 ISBN 13: 9783034313094
Librería: GreatBookPricesUK, Woodford Green, Reino Unido
EUR 88,92
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Añadir al carritoCondición: New.
Idioma: Inglés
Publicado por Springer International Publishing, 2018
ISBN 10: 3030025284 ISBN 13: 9783030025281
Librería: moluna, Greven, Alemania
EUR 57,59
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Librería: Biblios, Frankfurt am main, HESSE, Alemania
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Idioma: Inglés
Publicado por Springer International Publishing, Springer International Publishing Nov 2018, 2018
ISBN 10: 3030025284 ISBN 13: 9783030025281
Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemania
EUR 64,19
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Añadir al carritoBuch. Condición: Neu. Neuware -This book presents new research on Chinese as a Second Language (CSL) teaching from an ethnographic classroom study on classroom translanguaging practices that highlights the policy and pedagogical implications of adopting a creative and principled multilingual approach. Drawing on a case study from Hong Kong, it analyses naturally observed language patterns in CSL classrooms and the attitudes of students and teachers towards prescribed classroom language policies, and thereby demonstrates the importance of mixing Chinese, English and students¿ home languages to achieve successful second language learning. It discusses the nature and guiding principles for classroom translanguaging research and provides research tools that will enable second language teachers to examine their own language practices. The author argues persuasively that second language teaching practices and policies must reflect the current reality of language use and the diverse learning needs of multilingual students.This book will appeal to teacher educators and researchers in fields such as second language acquisition, foreign language teaching and language policy.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 144 pp. Englisch.
Idioma: Inglés
Publicado por Springer International Publishing, 2018
ISBN 10: 3030025284 ISBN 13: 9783030025281
Librería: AHA-BUCH GmbH, Einbeck, Alemania
EUR 64,19
Cantidad disponible: 1 disponibles
Añadir al carritoBuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book presents new research on Chinese as a Second Language (CSL) teaching from an ethnographic classroom study on classroom translanguaging practices that highlights the policy and pedagogical implications of adopting a creative and principled multilingual approach. Drawing on a case study from Hong Kong, it analyses naturally observed language patterns in CSL classrooms and the attitudes of students and teachers towards prescribed classroom language policies, and thereby demonstrates the importance of mixing Chinese, English and students' home languages to achieve successful second language learning. It discusses the nature and guiding principles for classroom translanguaging research and provides research tools that will enable second language teachers to examine their own language practices. The author argues persuasively that second language teaching practices and policies must reflect the current reality of language use and the diverse learning needs of multilingual students.This book will appeal to teacher educators and researchers in fields such as second language acquisition, foreign language teaching and language policy.