Language awareness multilingual classrooms (7 Ergebnisse)

Paperback. Zustand: Brand New. 9.29x6.61x0.94 inches. In Stock.

Taschenbuch. Zustand: Neu. Neuware - This volume presents a variety of concepts, practices, and experiences in the field of content learning through the additional language(s) of learners in a migration society. It contains reflections on the complex interplay between the unifying characteristics of monolingual and multilingual programmes and their often diverging, local, and contextual interpretations and implementations. In addition, it describes how migration pedagogy has become a catalyst for discussing the ideological and power aspects of language learning and how a hegemony-critical attitude needs to become an integral part of classroom language learning and communicating. In this context, the deliberate development of Teachers' Awareness of Language Knowledge (TALK) through a variety of supportive measures is considered to be of central pedagogical importance. Principles and practical applications of TALK for the classroom are discussed and evaluated.…

Taschenbuch. Zustand: Neu. TALK in multilingual classrooms | Teachers' awareness of Language knowledge in secondary education | Erwin M. Gierlinger (u. a.) | Taschenbuch | 360 S. | Englisch | 2023 | Waxmann Verlag | EAN 9783830946526 | Verantwortliche Person für die EU: Waxmann Verlag GmbH, Steinfurter Str. 555, 48159 Münster, info[at]waxmann[dot]com | Anbieter: preigu. …

Zustand: New. In English.

Hardcover. Zustand: Brand New. 300 pages. 9.00x6.50x1.00 inches. In Stock.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Within the scope of today's globalisation, linguistic diversity is a given fact of the world we live in. In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens in a diverse world. Despite previous research in various contexts, the concept of LA remains problematic: a generally accepted, evidence-based conceptualisation is missing. This confronts both research and education with a challenge: in order to develop LA activities, implement them successfully in educational contexts and achieve the expected outcomes, we should know what the concept stands for, how it works and why we would choose to implement it in classrooms (or not). This volume focuses on three apparent simple questions: what, how and why The first question - what - refers to the concept(ual mess) of LA. The second question - how - refers to the implementation of LA activities in several educational contexts. The third question - why - is a recurrent theme running through all the chapters and deals with a reflection on the way we deal (un)consciously with LA activities in education.…

Zustand: New. 2018. Hardcover. . . . . . Books ship from the US and Ireland.