Research in Second Language Learning – serie
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30 produkter
30 produkter
Research in Technology and Second Language Learning
Developments and Directions
Häftad, Engelska, 2005
654 kr
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Zhao (Michigan State U.) presents a collection of 17 articles reporting on empirical studies on the effective use of computer-assisted language learning (CALL). Written by 27 academics and researchers, all but one from the U.S., the majority of the articles were previously published in scholarly journals and books.
Research in Technology and Second Language Learning
Developments and Directions
Inbunden, Engelska, 2005
1 107 kr
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Zhao (Michigan State U.) presents a collection of 17 articles reporting on empirical studies on the effective use of computer-assisted language learning (CALL). Written by 27 academics and researchers, all but one from the U.S., the majority of the articles were previously published in scholarly journals and books.
654 kr
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Research as a Tool for Empowerment: Theory Informing Practice is an edited volume that includes an array of research-based chapters that not only further the field of second/foreign language research, but also provide practical implications to language classrooms in international and national settings. Chapters in this volume present a bridge between methodologically sound second/foreign language research and strong pedagogical implications. This volume includes the voices of researchers, graduate students, teachers, parents, and learners exploring the second/foreign language phenomena. The multiple voices of the contributing authors reflect the diverse readership of the Research in Second Language Learning series. Unlike previous anthologies in second/foreign language research, this volume presents studies from various research paradigms. Chapters include examples of various research methods from both quantitative and qualitative paradigms. Few previous anthologies have presented research based in multiple paradigms and from multiple perspectives. Research as a Tool for Empowerment: Theory Informing Practice not only presents these various perspectives, but it also makes the link from research to classroom implications and applications. The volume is unique as it makes a connection between different types of research and research methods and empowerment and issues of empowerment.
1 107 kr
Skickas inom 5-8 vardagar
Research as a Tool for Empowerment: Theory Informing Practice is an edited volume that includes an array of research-based chapters that not only further the field of second/foreign language research, but also provide practical implications to language classrooms in international and national settings. Chapters in this volume present a bridge between methodologically sound second/foreign language research and strong pedagogical implications. This volume includes the voices of researchers, graduate students, teachers, parents, and learners exploring the second/foreign language phenomena. The multiple voices of the contributing authors reflect the diverse readership of the Research in Second Language Learning series. Unlike previous anthologies in second/foreign language research, this volume presents studies from various research paradigms. Chapters include examples of various research methods from both quantitative and qualitative paradigms. Few previous anthologies have presented research based in multiple paradigms and from multiple perspectives. Research as a Tool for Empowerment: Theory Informing Practice not only presents these various perspectives, but it also makes the link from research to classroom implications and applications. The volume is unique as it makes a connection between different types of research and research methods and empowerment and issues of empowerment.
624 kr
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Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacy activity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based language socialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and models based on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing from the second and foreign language education literature is systematic discussion of PBL work that brings together representative work, identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps through the original work of international scholars from Canada, Israel, Japan, Singapore, and the US.
Project-Based Second and Foreign Language Education
Past, Present, and Future
Inbunden, Engelska, 2006
1 104 kr
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Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacy activity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based language socialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and models based on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing from the second and foreign language education literature is systematic discussion of PBL work that brings together representative work, identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps through the original work of international scholars from Canada, Israel, Japan, Singapore, and the US.
Crossing Languages and Research Methods
Analyses of Adult Foreign Language Reading
Häftad, Engelska, 2009
524 kr
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In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading. The selection of this theme for the series’ entry on the scene demonstrates the importance of the topic of second language reading. Because reading plays a key role in the act of acquiring new knowledge, it is important to understand this complex process. The series again explores this multifaceted and fruitful area of inquiry in this, its seventh volume. In recent years, an explosion of work that strives to create a more complete understanding of second language reading has occurred and researchers today are making gains in fitting together a model of second language reading.This current volume brings together a range of high quality analyses of adult foreign language reading across languages and research methods. It provides important research findings that will assist foreign language readers and those who support their efforts.
Crossing Languages and Research Methods
Analyses of Adult Foreign Language Reading
Inbunden, Engelska, 2009
977 kr
Skickas inom 5-8 vardagar
In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading. The selection of this theme for the series’ entry on the scene demonstrates the importance of the topic of second language reading. Because reading plays a key role in the act of acquiring new knowledge, it is important to understand this complex process. The series again explores this multifaceted and fruitful area of inquiry in this, its seventh volume. In recent years, an explosion of work that strives to create a more complete understanding of second language reading has occurred and researchers today are making gains in fitting together a model of second language reading.This current volume brings together a range of high quality analyses of adult foreign language reading across languages and research methods. It provides important research findings that will assist foreign language readers and those who support their efforts.
Research Informing Practice-Practice Informing Research
Innovative Teaching Methodologies for World Language Teachers
Häftad, Engelska, 2011
524 kr
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“Research Informing Practice—Practice Informing Research: Innovative Teaching Methodologies for World Language Educators” is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal journey and exploration of teaching methods, novelty, risk-taking, and reflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based research in an assortment of instructional settings. Theoretical issues and an array of practical applications are presented, as well as additional research opportunities and guidelines for implementation in a variety of teaching and learning venues.While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact with each other through teacher-research narratives. As a well-known African proverb asserts, “It takes a village to raise a child.” Similarly, it takes a village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices, experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.
Research Informing Practice-Practice Informing Research
Innovative Teaching Methodologies for World Language Teachers
Inbunden, Engelska, 2011
977 kr
Skickas inom 5-8 vardagar
“Research Informing Practice—Practice Informing Research: Innovative Teaching Methodologies for World Language Educators” is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal journey and exploration of teaching methods, novelty, risk-taking, and reflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based research in an assortment of instructional settings. Theoretical issues and an array of practical applications are presented, as well as additional research opportunities and guidelines for implementation in a variety of teaching and learning venues.While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact with each other through teacher-research narratives. As a well-known African proverb asserts, “It takes a village to raise a child.” Similarly, it takes a village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices, experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.
Teacher's Roles in Second Language Learning
Classroom Applications of Sociocultural Theory
Häftad, Engelska, 2012
624 kr
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This book is designed to provide practical applications of sociocultural theory with regard to teachers’ roles in second language education. By providing specific examples of teachers’ roles in the classroom, the book aims to help researchers, teacher educators, and classroom teachers make clear connections between practice and theory in second language learning. All the studies in this edited book are conducted in the PreK-16 classroom setting. Each chapter presents rigorous research analysis within the framework of sociocultural theory and provides rich descriptions of teachers’ roles.The book is intended to be used in teacher education courses. The primary audience of the book is in-service teachers who work with second language learners (SLLs) in their classrooms including ESL/Bilingual classrooms or regular classrooms. Since many SLLs receive instructions both in the ESL/Bilingual classrooms and in the regular classrooms, it is important to discuss teachers’ roles in both settings. The secondary audience of the book is teacher educators and researchers who work with pre-service and in-service teachers in teacher education. This book will be an excellent resource for book study groups and practitioners working with professional learning communities.
Teacher's Roles in Second Language Learning
Classroom Applications of Sociocultural Theory
Inbunden, Engelska, 2012
1 104 kr
Skickas inom 5-8 vardagar
This book is designed to provide practical applications of sociocultural theory with regard to teachers’ roles in second language education. By providing specific examples of teachers’ roles in the classroom, the book aims to help researchers, teacher educators, and classroom teachers make clear connections between practice and theory in second language learning. All the studies in this edited book are conducted in the PreK-16 classroom setting. Each chapter presents rigorous research analysis within the framework of sociocultural theory and provides rich descriptions of teachers’ roles.The book is intended to be used in teacher education courses. The primary audience of the book is in-service teachers who work with second language learners (SLLs) in their classrooms including ESL/Bilingual classrooms or regular classrooms. Since many SLLs receive instructions both in the ESL/Bilingual classrooms and in the regular classrooms, it is important to discuss teachers’ roles in both settings. The secondary audience of the book is teacher educators and researchers who work with pre-service and in-service teachers in teacher education. This book will be an excellent resource for book study groups and practitioners working with professional learning communities.
589 kr
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This volume sheds new light on the question of a "Soviet model" by examining how a particular Soviet system of science and higher education emerged, how it was exported and imported across varying local, national and international settings, and how key aspects of it outlived the political system that fostered it. The contemporary crises in science and higher education surrounding the demise of communism appear as a distinctive break from the patterns set into motion in the 1920s and 30s, but also as one more upheaval following a long line of previous reorderings throughout the 20th century that were conditioned by broader cataclysms in politics, society, ideology, and culture.
1 042 kr
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Language in academic settings, also referred to academic language, has gained attention in the field of second language learning owing to new understandings of the complexities of language inherent in learning academic content, and new efforts to assess English learners’ language proficiency in the context of school learning. The concept of academic language as distinct from social language has been in the academic literature since the mid-1950s, and surfaced as a major construct in the field of bilingual education in the 1980s. Many readers will be familiar with the ideas of BICS and CALP, first introduced by Jim Cummins in the 1980s. This book presents a critique of academic language as a separable construct from social language, and introduces current research efforts to understand how English learners interact, interpret, and show understanding of language in academic contexts in ways that re-think and go beyond the distinction between social and academic language.The book is organized into three main sections, each with a range of chapters that consider how academic language plays into how children and youth learn academic content as emergent bilingual students in school settings. A Foreward and Afterward offer commentary on the book and its contents. The intended audience for this book is graduate students, teacher educators, and researchers interested in issues of language and content learning for English learners, the new mainstream of schools across the nation. There is something for a wide range of readers and students of second language acquisition in this volume.
654 kr
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This book explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned. Featuring a diverse set of perspectives from researchers and language educators from around the globe, this book highlights important theoretical and practical underpinnings of the L2 classroom—discussions on what has worked and why. Some examples of these topics include: online and nonverbal communication, peace literacy, learning behaviors, high-impact practices, pragmatic awareness, study abroad, implicit and explicit teaching, motivation, and more.One mission of this book is to appreciate a diverse array of L2 teaching practices with sound theoretical underpinnings and universal implications for L2 classrooms. The chapter contributions are the result of an open call for studies that highlight practical innovative approaches in L2 teaching and learning and expand the avenues of exploration available within their theoretical frameworks. More specifically, the call for proposals sought to gather a diverse set of perspectives from researchers and language educators from various parts of the world in order to provide practical and thought-provoking insight on innovative approaches to L2 teaching. As such, the studies in this book all share a common goal that demonstrates the applicability of L2 teaching practices across languages, cultures, and regions. The book is intended to act as a valuable reference for language educators, practitioners, specialists, and anyone studying or wishing to gain an overview of successful teaching practices and learning nuances in the L2 classroom that cross all languages, cultures, and regions.
1 107 kr
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This book explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned. Featuring a diverse set of perspectives from researchers and language educators from around the globe, this book highlights important theoretical and practical underpinnings of the L2 classroom—discussions on what has worked and why. Some examples of these topics include: online and nonverbal communication, peace literacy, learning behaviors, high-impact practices, pragmatic awareness, study abroad, implicit and explicit teaching, motivation, and more.One mission of this book is to appreciate a diverse array of L2 teaching practices with sound theoretical underpinnings and universal implications for L2 classrooms. The chapter contributions are the result of an open call for studies that highlight practical innovative approaches in L2 teaching and learning and expand the avenues of exploration available within their theoretical frameworks. More specifically, the call for proposals sought to gather a diverse set of perspectives from researchers and language educators from various parts of the world in order to provide practical and thought-provoking insight on innovative approaches to L2 teaching. As such, the studies in this book all share a common goal that demonstrates the applicability of L2 teaching practices across languages, cultures, and regions. The book is intended to act as a valuable reference for language educators, practitioners, specialists, and anyone studying or wishing to gain an overview of successful teaching practices and learning nuances in the L2 classroom that cross all languages, cultures, and regions.
Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders
Häftad, Engelska, 2018
624 kr
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The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987). A fundamental aspect of this vision is to recognize the living nature of language and its intricate role in culture. Culture is mediated through language (Hauerwas, Skawinski, & Ryan, 2017, p. 202) and the linguistic experience of difference is essential for developing cultural competence beyond surface culture considerations. The editors of this volume are committed to a closer bond between literacy learning and cultural competencies, particularly when literacy practices and education are often characterized by quantifiable standards and accountability restraints. Readers of this volume will find meaningful and practical approaches to engage with learners from their earliest encounter with language(s), through adolescence and adulthood, and across ever-changing local and global communities.
Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders
Inbunden, Engelska, 2018
1 104 kr
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The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987). A fundamental aspect of this vision is to recognize the living nature of language and its intricate role in culture. Culture is mediated through language (Hauerwas, Skawinski, & Ryan, 2017, p. 202) and the linguistic experience of difference is essential for developing cultural competence beyond surface culture considerations. The editors of this volume are committed to a closer bond between literacy learning and cultural competencies, particularly when literacy practices and education are often characterized by quantifiable standards and accountability restraints. Readers of this volume will find meaningful and practical approaches to engage with learners from their earliest encounter with language(s), through adolescence and adulthood, and across ever-changing local and global communities.
Transforming Schooling for Second Language Learners
Theoretical Insights, Policies, Pedagogies, and Practices
Häftad, Engelska, 2019
589 kr
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The purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research.Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.
Transforming Schooling for Second Language Learners
Theoretical Insights, Policies, Pedagogies, and Practices
Inbunden, Engelska, 2019
1 042 kr
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The purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research.Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.
Matter of Practice
Exploring New Materialisms in the Research and Teaching of Languages and Literacies
Häftad, Engelska, 2021
589 kr
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The Matter of Practice presents work by teacher-scholars from around the world who are rethinking the relationship between matter and meaning. By emphasizing spatial, bodily, and sensual dimensions of language and literacy practices, this volume offers a portrait of language pedagogy and research that challenges traditional barriers between subjects and objects, speech and noise, and languages and things. We envision the term ‘new materialisms’ as an invitation to locate theorizing, researching, and teaching practices within the rhythms and textures of our material, sensory, and perceptual lives. These chapters enact a hope that increased engagement with our physical surroundings and sensory experiences can extend the sphere of our social, creative, and intellectual labor and expand our understanding of what ‘counts’ as meaningful action.
Matter of Practice
Exploring New Materialisms in the Research and Teaching of Languages and Literacies
Inbunden, Engelska, 2021
479 kr
Skickas
The Matter of Practice presents work by teacher-scholars from around the world who are rethinking the relationship between matter and meaning. By emphasizing spatial, bodily, and sensual dimensions of language and literacy practices, this volume offers a portrait of language pedagogy and research that challenges traditional barriers between subjects and objects, speech and noise, and languages and things. We envision the term ‘new materialisms’ as an invitation to locate theorizing, researching, and teaching practices within the rhythms and textures of our material, sensory, and perceptual lives. These chapters enact a hope that increased engagement with our physical surroundings and sensory experiences can extend the sphere of our social, creative, and intellectual labor and expand our understanding of what ‘counts’ as meaningful action.
Critical Views on Teaching and Learning English Around the Globe
Qualitative Research Approaches
Häftad, Engelska, 2016
524 kr
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This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include- its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning- its inclusion of the experiences of students and educators in both core and non-core English-speaking countries- its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the AmericasOf particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.
Critical Views on Teaching and Learning English Around the Globe
Qualitative Research Approaches
Inbunden, Engelska, 2016
977 kr
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This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include- its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning- its inclusion of the experiences of students and educators in both core and non-core English-speaking countries- its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the AmericasOf particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.
Applying a Functional Approach to Language Development in Teaching the Content Areas to Multilingual Learners in K-12 Classrooms
Inbunden, Engelska, 2025
990 kr
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In the evolving field of Teaching English to Speakers of Other Languages (TESOL), there is a growing need for practical guidance on applying a functional approach to language development for multilingual learners (MLs) in K-12 classrooms. Applying a Functional Approach to Language Development addresses that need by focusing on the content areas of English language arts, mathematics, science, and social studies.This book offers innovative strategies for engaging students in exploring meaning in texts through classroom discussions about language. With the introduction of the new WIDA English Language Development Standards Framework (2020), the emphasis on a functional approach has become even more critical. The WIDA Standards highlight the importance of creating culturally and linguistically sustaining learning environments where MLs can thrive. The book underscores a commitment to equity for MLs by leveraging their linguistic and cultural assets, integrating content and language in collaborative settings, and making language visible as a tool for communication and a means to enact roles, through a functional approach. Grounded in systemic functional linguistics (SFL), this approach provides a metalanguage for discussing the meanings behind authors' choices and helps teachers identify language patterns to support MLs in understanding how language works. This methodology is applicable in any content classroom and is particularly vital for MLs as they expand their linguistic repertoires to engage effectively with educational content.The book is divided into two sections. Section 1 presents applied chapters that utilize a language-based approach to content instruction to design unit plans for MLs across K-12 grades. Section 2 showcases the implementation of a functional approach in teacher education programs across various states, offering valuable insights for educators. This comprehensive book aims to empower teachers with the tools and knowledge to plan effective instruction for MLs, fostering an inclusive and dynamic learning environment.
Applying a Functional Approach to Language Development in Teaching the Content Areas to Multilingual Learners in K-12 Classrooms
Häftad, Engelska, 2025
524 kr
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In the evolving field of Teaching English to Speakers of Other Languages (TESOL), there is a growing need for practical guidance on applying a functional approach to language development for multilingual learners (MLs) in K-12 classrooms. Applying a Functional Approach to Language Development addresses that need by focusing on the content areas of English language arts, mathematics, science, and social studies.This book offers innovative strategies for engaging students in exploring meaning in texts through classroom discussions about language. With the introduction of the new WIDA English Language Development Standards Framework (2020), the emphasis on a functional approach has become even more critical. The WIDA Standards highlight the importance of creating culturally and linguistically sustaining learning environments where MLs can thrive. The book underscores a commitment to equity for MLs by leveraging their linguistic and cultural assets, integrating content and language in collaborative settings, and making language visible as a tool for communication and a means to enact roles, through a functional approach. Grounded in systemic functional linguistics (SFL), this approach provides a metalanguage for discussing the meanings behind authors' choices and helps teachers identify language patterns to support MLs in understanding how language works. This methodology is applicable in any content classroom and is particularly vital for MLs as they expand their linguistic repertoires to engage effectively with educational content.The book is divided into two sections. Section 1 presents applied chapters that utilize a language-based approach to content instruction to design unit plans for MLs across K-12 grades. Section 2 showcases the implementation of a functional approach in teacher education programs across various states, offering valuable insights for educators. This comprehensive book aims to empower teachers with the tools and knowledge to plan effective instruction for MLs, fostering an inclusive and dynamic learning environment.
589 kr
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The field of second language learning research has grown rapidly in recent years. Educators have become increasingly aware that pedagogical knowledge varies significantly from one subject domain to the next and that findings from educational research in one domain are not necessarily applicable to the next. Researchers in second language learning are adding to our understandings of secondlanguage specific pedagogy. There exists a need, therefore, for an outlet for these ever improving understandings of this content-specific pedagogy. The new book series, Research in Second Language Learning, will provide just such an outlet. The series invites articles from all methodological approaches to research. The series will promote a research-based approach to the decision-making process in second language teaching/learning.
1 042 kr
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The field of second language learning research has grown rapidly in recent years. Educators have become increasingly aware that pedagogical knowledge varies significantly from one subject domain to the next and that findings from educational research in one domain are not necessarily applicable to the next. Researchers in second language learning are adding to our understandings of secondlanguage specific pedagogy. There exists a need, therefore, for an outlet for these ever improving understandings of this content-specific pedagogy. The new book series, Research in Second Language Learning, will provide just such an outlet. The series invites articles from all methodological approaches to research. The series will promote a research-based approach to the decision-making process in second language teaching/learning.
856 kr
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This volume presents the very important issue of integrating culture into the second language classroom. Some of its chapters were originally presented at two symposia on culture learning, Interdisciplinary Perspectives on Culture learning in the Second Language Curriculum, held at the University of Minnesota in 1991 and 1994. Other chapters were developed at a third conference, Culture as the Core: Transforming the Language Curriculum. The latter brought scholars and practitioners together to reflect on the earlier theoretical discussions, refine those ideas in light of subsequent theoretical developments, and translate theory into classroom practice.
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This volume presents the very important issue of integrating culture into the second language classroom. Some of its chapters were originally presented at two symposia on culture learning, Interdisciplinary Perspectives on Culture learning in the Second Language Curriculum, held at the University of Minnesota in 1991 and 1994. Other chapters were developed at a third conference, Culture as the Core: Transforming the Language Curriculum. The latter brought scholars and practitioners together to reflect on the earlier theoretical discussions, refine those ideas in light of subsequent theoretical developments, and translate theory into classroom practice.