Crossing the curriculum : multilingual learners in college classrooms / / edited by Vivian Zamel, Ruth Spack

• Record Nr.: UNINA9910961855103321
• Pubbl/distr/stampa: Mahwah, N.J., : L. Erlbaum Associates, 2004
• ISBN: 1-135-62028-8; 1-135-62029-6; 1-282-37487-7; 9786612374876; 1-4106-0980-4
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (246 p.)
• Altri autori (Persone): ZamelVivian; SpackRuth
• Disciplina: 428/.0071
• Soggetti: English language - Study and teaching - Foreign speakers; Interdisciplinary approach in education; Multicultural education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and indexes.
• Nota di contenuto: Book Cover; Title; Copyright; Contents; Preface; Acknowledgments; I: Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers; Chapter 1 Strangers in Academia: The Experiences of Faculty and ESOL Students Across the Curriculum; Chapter 2 The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study, Updated; Chapter 3 "It became easier over time": A Case Study of the Relationship Between Writing, Learning, and the Creation of Knowledge; Chapter 4 Lessons From Ming: Helping Students Use Writing to Learn; Chapter 5 From Outsider to Insider: Studying Academic Discourse Communities Across the CurriculumII: Learning Across the Curriculum; Chapter 6 Martha's Reflections on Learning Across the Curriculum; Chapter 7 Motoko's Reflections on Learning Across the Curriculum; III: Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum; Chapter 8 Excelling in the Critical Study of Culture: The Multilingual-Multicultural Student Advantage; Chapter 9 When Writing-; to-Learn Is Not Enough; Chapter 10 Writing in Nursing Education and Nursing Practice; Chapter 11 The Soil Under the Gravel: ESOL Learners and Writing About LiteratureChapter 12 "Still Cannot Solve It": Engaging ESOL Students in the Classroom Conversation; Chapter 13 Voicing Names and Naming Voices: Pedagogy and Persistence in an Asian American Studies Classroom; About the Contributors; Author Index; Subject Index
• Sommario/riassunto: As college classrooms have become more linguistically diverse, the work of ESOL professionals has expanded to include research on the experiences of multilingual learners not only in ESOL courses but also in courses across the curriculum. At the same time that ESOL professionals are trying to understand the academic challenges that learners face beyond ESOL courses, faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. Crossing the Curriculum: Multilingual Learners in College Classrooms responds to these issues and conc