ESL English for Year 12 PDF Download
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Author: Melanie Napthine
Publisher: Insight Publications
ISBN: 1921411988
Category : Education
Languages : en
Pages : 208
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Book Description
Covers all aspects of the Year 12 ESL English Course. The text emphasises what students need to do to succeed in their course.
Author: Melanie Napthine
Publisher: Insight Publications
ISBN: 1921411988
Category : Education
Languages : en
Pages : 208
Get Book Here
Book Description
Covers all aspects of the Year 12 ESL English Course. The text emphasises what students need to do to succeed in their course.
Author: Robert Beardwood
Publisher: Insight Publications
ISBN: 1921088176
Category : Education
Languages : en
Pages : 246
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Book Description
For secondary school age.
Author: Iris Breuer
Publisher: Insight Publications
ISBN: 1921088761
Category : Reference
Languages : en
Pages : 155
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Book Description
This is a practical handbook for English students and teachers in Years 10-12 that builds skills and knowledge for analysis of: issues; persuasive language techniques (written and oral); persuasive images; points of view. It is packed with all types of media texts with activities and sample student responses. This fabulous resource tutors the student through this most demanding area of their English studies.
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Category : Educational exchanges
Languages : en
Pages : 58
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Book Description
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Category : Public schools
Languages : en
Pages : 32
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Book Description
Author: Lee Gunderson
Publisher: Routledge
ISBN: 1351568140
Category : Education
Languages : en
Pages : 299
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Book Description
This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants—their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies: *provide multiple views of the students’ lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families; *explore the students’ views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students’ views of their identities as they work, study, and socialize in a new environment; and *examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students’ simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.
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Category : Education
Languages : en
Pages : 380
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Book Description
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Category : Education
Languages : en
Pages : 508
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Book Description
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Category : Education
Languages : en
Pages : 1138
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Book Description
Author: Mary Kalantzis
Publisher: Routledge
ISBN: 0415504392
Category : Education
Languages : en
Pages : 282
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Book Description
This volume examines the ways schools respond to cultural and linguistic diversity. A richness of accumulated experience is portrayed in this study of six Australian secondary schools; partial success, near success or instructive failure as the culture of the school itself was transformed in an attempt to meet the educational needs of its students. Set in the context of a general historical background to the development of multicultural education in Australia, a theoretical framework is developed with which to analyze the move from the traditional curriculum of cultural assimilation to the progressivist curriculum of cultural pluralism. The book analyzes the limitations of the progressivist model of multicultural education and suggests a new 'post-progressivist' model, in evidence already in an incipient and as yet tentative 'self-corrective' trend in the case-study schools.
