File Name: linguistic perspectives on language and education .zip
Qty : Please note there is a week delivery period for this title. Even though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning CALL teacher education is still reported as inadequate. Why is this?
This list is based on CrossRef data as of 02 march Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them. Ana Llinares. Tom Morton. Hardbound — Available Buy now. Paperback — Available Buy now. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective.
Introduction to part I: SLA perspectives on learning and teaching language through content. Motivation, second language learning and CLIL. Multi-semiotic resources providing maximal input in teaching science through English. Classroom interactional competence in content and language integrated learning. Multimodal conversation analysis and CLIL classroom practices. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings.
Emerging themes, future research directions. Examination copy. No author info given Are CLIL texts too complicated?. Banegas, Dario Luis Teaching linguistics to low-level English language users in a teacher education programme: an action research study. Ferreira, Alfredo A. Disciplinary registers in a first-year program. Language, Context and Text. Lasagabaster, David Integrating content and foreign language learning.
Lin Teaching, learning and scaffolding in CLIL science classrooms. Nikula, Tarja Tsuchiya, Keiko Zappa-Hollman, Sandra Collaborations between language and content university instructors: factors and indicators of positive partnerships. Linguistics Language acquisition. Tom Morton and Ana Llinares. Part I. Part II. Multi-semiotic resources providing maximal input in teaching science through English Gail Forey and John Polias.
Part III. Discourse analysis perspectives. Classroom interactional competence in content and language integrated learning Cristina Escobar Urmeneta and Steve Walsh. Part IV. Sociolinguistic perspectives. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings Emma Dafouz and Ute Smit. Emerging themes, future research directions Tarja Nikula.
We argue for a bidirectional relationship between second language research and linguistic theories. It is our belief that SLA research should look to linguistics for concepts and models that provide a basis upon which to make hypotheses, conduct data analysis, and draw conclusions, and we also believe that linguistic theorists can develop and improve their understanding of linguistic concepts and models by examining the results from SLA studies. In this paper, we present arguments in favor of this approach, with examples from two different types of linguistic universals: the Noun Phrase Accessibility Hierarchy and features such as tense and number. Second language acquisition data have been used to provide evidence for the Noun Phrase Accessibility Hierarchy and provide a way to understand areas in which its predictions are not met. The data thus may shed light on the universality of features, in addition to how features are represented, parsed, and processed.
This list is based on CrossRef data as of 02 march Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them. Ana Llinares.
The purpose of the present paper is to offer a state-of-the-art review on the topic of Systemic Functional Linguistics SFL and its theoretical and practical implications on the field of language education, being the former widely recognized due to its potentiality to encourage both reflection and action for the participants involved. Recent empirical studies were located and thoroughly reviewed, which shed light on the three most researched areas including text analysis and literacy intervention, classroom discourse, and the language teaching and learning processes. As a final remark and taking into account the literature analysis, some prospective studies are briefly proposed. Achugar, M. Engaging teachers in language analysis: A functional linguistics approach to reflective literacy.
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PDF | On Mar 1, , Judith L. Green and others published Teaching and Learning: A Linguistic Perspective | Find, read and cite all the.