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Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, GB, 2024
ISBN 10: 1350297704 ISBN 13: 9781350297708
Librería: Rarewaves.com USA, London, LONDO, Reino Unido
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Añadir al carritoHardback. Condición: New. Shortlisted for the M. A. K. Halliday Prize 2025Beginning with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts, this book examines the practice of joint construction in a genre-based approach to literacy pedagogy. It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading role when writing collaboratively with their students. Informed by systemic functional linguistics, the book puts forward an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students who are studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enables teachers to guide but not provide wording; metalanguage also enables students to critique and justify their choices as they 'try out' new academic language, modify and improve their writing.
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Idioma: Inglés
Publicado por Bloomsbury USA Academic, 2024
ISBN 10: 1350297704 ISBN 13: 9781350297708
Librería: Revaluation Books, Exeter, Reino Unido
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Añadir al carritoHardcover. Condición: Brand New. 272 pages. 9.21x6.14x1.00 inches. In Stock.
Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, GB, 2024
ISBN 10: 1350297704 ISBN 13: 9781350297708
Librería: Rarewaves.com UK, London, Reino Unido
EUR 152,63
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Añadir al carritoHardback. Condición: New. Shortlisted for the M. A. K. Halliday Prize 2025Beginning with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts, this book examines the practice of joint construction in a genre-based approach to literacy pedagogy. It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading role when writing collaboratively with their students. Informed by systemic functional linguistics, the book puts forward an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students who are studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enables teachers to guide but not provide wording; metalanguage also enables students to critique and justify their choices as they 'try out' new academic language, modify and improve their writing.
Idioma: Inglés
Publicado por Bloomsbury Publishing (UK), 2024
ISBN 10: 1350297704 ISBN 13: 9781350297708
Librería: PBShop.store US, Wood Dale, IL, Estados Unidos de America
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Añadir al carritoHRD. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Idioma: Inglés
Publicado por Bloomsbury Publishing (UK), 2024
ISBN 10: 1350297704 ISBN 13: 9781350297708
Librería: PBShop.store UK, Fairford, GLOS, Reino Unido
EUR 130,06
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Añadir al carritoHRD. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, London, 2024
ISBN 10: 1350297704 ISBN 13: 9781350297708
Librería: Grand Eagle Retail, Bensenville, IL, Estados Unidos de America
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Añadir al carritoHardcover. Condición: new. Hardcover. Shortlisted for the M. A. K. Halliday Prize 2025Beginning with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts, this book examines the practice of joint construction in a genre-based approach to literacy pedagogy. It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading role when writing collaboratively with their students. Informed by systemic functional linguistics, the book puts forward an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students who are studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enables teachers to guide but not provide wording; metalanguage also enables students to critique and justify their choices as they try out new academic language, modify and improve their writing. Informed by systemic functional linguistics, this book examines teaching English for Academic Purposes with a genre-based approach to literacy pedagogy. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, 2024
ISBN 10: 1350297704 ISBN 13: 9781350297708
Librería: THE SAINT BOOKSTORE, Southport, Reino Unido
EUR 151,78
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Añadir al carritoHardback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
Librería: Majestic Books, Hounslow, Reino Unido
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Librería: Biblios, Frankfurt am main, HESSE, Alemania
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Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, London, 2024
ISBN 10: 1350297704 ISBN 13: 9781350297708
Librería: CitiRetail, Stevenage, Reino Unido
EUR 137,37
Cantidad disponible: 1 disponibles
Añadir al carritoHardcover. Condición: new. Hardcover. Shortlisted for the M. A. K. Halliday Prize 2025Beginning with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts, this book examines the practice of joint construction in a genre-based approach to literacy pedagogy. It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading role when writing collaboratively with their students. Informed by systemic functional linguistics, the book puts forward an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students who are studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enables teachers to guide but not provide wording; metalanguage also enables students to critique and justify their choices as they try out new academic language, modify and improve their writing. Informed by systemic functional linguistics, this book examines teaching English for Academic Purposes with a genre-based approach to literacy pedagogy. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.