9780826448590 - multimodal teaching and learning: the rhetorics of the science classroom (advances in applied linguistics) de jewitt, carey; kress, gunther; ogborn, jon (9 resultados)
Multimodal Teaching and Learning: The Rhetorics of the Science Classroom (Advances in Applied Linguistics)
Kress, Gunther; Jewitt, Carey; Ogborn, Jon; Charalampos, Tsatsarelis
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Librería: Ria Christie Collections, Uxbridge, Reino UnidoRia Christie Collections
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EUR 202,36
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Condición: New. In.
Idioma: Inglés
Editorial: Continuum International Publishing Group Ltd., 2001
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Librería: Revaluation Books, Exeter, Reino UnidoRevaluation Books
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Hardcover. Condición: Brand New. 1st edition. 224 pages. 7.75x6.25x0.75 inches. In Stock.
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Librería: PBShop.store US, Wood Dale, IL, Estados Unidos de AmericaPBShop.store US
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HRD. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Hardcover. Condición: new. Hardcover. Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking… about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.'Professor Ron Scollon, Department of Linguistics, Georgetown University.This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning. This work suggests that communication proceeds by many modes, of which language is one and not necessarily the dominant one. It asks what are the roles of other modes and whether language may be occupying a co-equal or even a minor role in relation to the mode of image, for instance. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Librería: moluna, Greven, Alemaniamoluna
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Gebunden. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This work suggests that communication proceeds by many modes, of which language is one and not necessarily the dominant one. It asks what are the roles of other modes and whether language may be occupying a…co-equal or even a minor role in relation to the m.
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Librería: Grand Eagle Retail, Bensenville, IL, Estados Unidos de AmericaGrand Eagle Retail
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EUR 270,33
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Hardcover. Condición: new. Hardcover. Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking… about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.'Professor Ron Scollon, Department of Linguistics, Georgetown University.This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning. This work suggests that communication proceeds by many modes, of which language is one and not necessarily the dominant one. It asks what are the roles of other modes and whether language may be occupying a co-equal or even a minor role in relation to the mode of image, for instance. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Librería: preigu, Osnabrück, Alemaniapreigu
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EUR 214,10
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Buch. Condición: Neu. Multimodal Teaching and Learning | Gunther Kress (u. a.) | Buch | Gebunden | Englisch | 2001 | Continnuum-3PL | EAN 9780826448590 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 255,90
Envío por EUR 62,41Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: 2 disponibles
Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - 'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdiscip…linary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University. This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.
