Author: Valentina Canese
Publisher: ISL-FIL-UNA
ISBN:
Category : Education
Languages : en
Pages : 686

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Author: Linda Tsung
Publisher: A&C Black
ISBN: 1441100393
Category : Language Arts & Disciplines
Languages : en
Pages : 258

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Author: Sarina Chugani Molina
Publisher: Createspace Independent Publishing Platform
ISBN: 9781495288753
Category : Foreign Language Study
Languages : en
Pages : 88

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Book Description
"The field of TESOL (Teachers of English to Speakers of Other Languages) has experienced a considerable shift over the years in the theories, principles, and practices of English language teaching ... This book provides a glimpse into the field of teaching English both within English-speaking communities and in international contexts by providing beginning ESOL teachers with foundational knowledge and a guiding framework to support their teaching practice in their respective contexts"--Page 4 of cover.

Author: Jennifer Alford
Publisher: Routledge
ISBN: 1317209419
Category : Language Arts & Disciplines
Languages : en
Pages : 210

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Book Description
This book examines critical literacy within language and literacy learning, with a particular focus on English as an Additional Language learners in schools who traditionally are not given the same exposure to critical literacy as native-English speakers. An important and innovative addition to extant literature, this book explains how English language teachers understand critical literacy and enact it in classrooms with adolescent English language learners from highly diverse language backgrounds. This book brings together the study of two intersecting phenomena: how critical literacy is constructed in English language education policy for adolescent English language learners internationally and how critical literacy is understood and enacted by teachers amid the so-called ‘literacy crisis’ in neoliberal eduscapes. The work traces the ways critical literacy has been represented in English language education policy for adolescents in five contexts: Australia, England, Sweden, Canada and the United States. Drawing on case study research, it provides a comparative analysis of how policy in these countries constructs critical literacy, and how this then positions critical engagement as a focus for teachers of English language learners. Empirically based and accessibly written, this timely book will be of interest to a wide range of academics in the fields of adolescent literacy education, English language learning and teaching, education policy analysis, and critical discourse studies. It will also appeal to teachers, post-graduate students and language education policy makers.

Author: Hanh thi Nguyen
Publisher: Multilingual Matters
ISBN: 1788922905
Category : Language Arts & Disciplines
Languages : en
Pages : 280

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Book Description
This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.

Author: Heath Rose
Publisher: Cambridge University Press
ISBN: 1107162734
Category : Foreign Language Study
Languages : en
Pages : 277

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Book Description
Provides a ground-breaking attempt to unite discussions on the pedagogical implications of the global spread of English, and lobby for change.

Author: Ester J. de Jong
Publisher: Rowman & Littlefield
ISBN: 1666952419
Category : Education
Languages : en
Pages : 215

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Book Description
This book examines the impact of and response to the rapidly growing English language learner (ELL) populations in the southeastern United States on K-16 schooling. Using examples of policy and practice from seven states (Alabama, Arkansas, Florida, Georgia, North Carolina, and Tennessee), the book explores how the contemporary context of accountability regimes and neoliberal tenets affect educational responses to the increased linguistic and cultural diversity in schools and how these realities may be different from when traditional states (such as California or Florida) were developing their responses to (im)migration. The collection of chapters addresses key questions of teacher preparation, effective infrastructures, and frameworks for serving ELLs, dual language bilingual education, and advocacy efforts at the state, district, and local level in the Southeast. The authors describe promising practices in each state, but also note the need for more systemic, statewide approaches that resist the enduring monolingual discourse that has historically characterized much of ELL schooling. They call for transformative policies and practices that take current research into account and that stress the centrality of pluralistic principles to design effective schools for ELLs.

Author: Kathleen M. Bailey
Publisher: Routledge
ISBN: 1000364097
Category : Education
Languages : en
Pages : 195

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Book Description
This book is the eighth volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF). It brings together the latest developments in research on teaching English in under-resourced contexts across the world, offering a window into the complex challenges that these communities face. Recommendations from research and experience in well-resourced contexts are frequently not relevant or feasible in different circumstances. Contributors explore local and regional assets and challenges to provide a deeper understanding of the difficult issues that language learners and teachers must confront, and they provide insights to meet those challenges. With chapters written by TIRF Doctoral Dissertation Grant awardees, the volume addresses the crucial and growing need for research-based conversations on the contexts, environments, and challenges of teaching English in areas of the world with limited resources, literacy levels, or other constraints. The volume includes sections on policy connections, teacher preparation, and practice insights. It is a useful resource for graduate students and teacher educators in language education, ESL/EFL education, and international education, and an enlightening reference for all readers with an interest in language education around the world.

Author: Anne Burns
Publisher: Routledge
ISBN: 1136370137
Category : Foreign Language Study
Languages : en
Pages : 289

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Book Description
Devised in collaboration with the Open University and Macquarie University, Australia, Analysing English in a Global Context is specifically designed for the postgraduate student market, as well as for teachers of English as a second or foreign language throughout the world. This is a groundbreaking Reader which includes specially commissioned pieces as well as classic texts and provides a global perspective on the changing uses and forms of English and its impact on language teaching contexts. Students' skills in analysing these forms will be developed through an examination of the major functional models and their strengths and weaknesses.

Author: Edward G. Lyon
Publisher: Rowman & Littlefield
ISBN: 1442231270
Category : Education
Languages : en
Pages : 259

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Book Description
Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students’ use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice.