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  • Produktbild: Enriching Esol Pedagogy
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Enriching Esol Pedagogy Readings and Activities for Engagement, Reflection, and Inquiry

124,99 €

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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

01.07.2002

Herausgeber

Zamel Vivian + weitere

Verlag

Taylor and Francis

Seitenzahl

472

Maße (L/B/H)

22,9/15,2/2,5 cm

Gewicht

880 g

Sprache

Englisch

ISBN

978-0-8058-3939-5

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

01.07.2002

Herausgeber

Verlag

Taylor and Francis

Seitenzahl

472

Maße (L/B/H)

22,9/15,2/2,5 cm

Gewicht

880 g

Sprache

Englisch

ISBN

978-0-8058-3939-5

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: Enriching Esol Pedagogy
  • Produktbild: Enriching Esol Pedagogy
  • Contents: Preface. Introduction. Part I: Questioning the Nature of Methods. M.A. Clarke, S. Silberstein, Problems, Prescriptions, and Paradoxes in Second Language Teaching. A. Holliday, Teachers' and Students' Lessons. C.M. Roller, Classroom Interaction Patterns: Reflections of a Stratified Society. A. Pennycook, The Concept of Method, Interested Knowledge, and the Politics of Language Teaching. Part II: Seeing the Classroom. J.F. Fanselow, Let's See: Contrasting Conversations About Teaching. K.M. Losey, Gender and Ethnicity as Factors in the Development of Verbal Skills in Bilingual Mexican American Women. L. Harklau, ESL Versus Mainstream Classes: Contrasting L2 Learning Environments. G. Hull, M. Rose, K.L. Fraser, M. Castellano, Remediation as Social Construct: Perspectives From an Analysis of Classroom Discourse. C. Genishi, Observing the Second Language Learner: An Example of Teachers' Learning. Part III: Theories Into Practice: Promoting Language Acquisition. S. Krashen, Theory Versus Practice in Language Training. K. Krahnke, M.A. Christison, Recent Language Research and Some Language Teaching Principles. M.A. Clarke, On the Nature of Technique: What Do We Owe the Gurus? E.R. Auerbach, What Is a Participatory Approach to Curriculum Development? Part IV: Theories Into Practice: Keeping Language Meaningful. J.W. Lindfors, The Classroom: A Good Environment for Language Learning. S. Hudelson, Teaching English Through Content-Area Activities. V. Zamel, From the Margins to the Center. K. Boudin, Participatory Literacy Education Behind Bars: AIDS Opens the Door. Part V: Questioning Assumptions About Language and Identity. H.G. Widdowson, The Ownership of English. Y-S.D. Chiang, M. Schmida, Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students. S. Vandrick, ESL and the Colonial Legacy: A Teacher Faces Her 'Missionary Kid' Past. S.J. Ortiz, The Language We Know. A. Tan, Mother Tongue.