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Record Nr. |
UNINA9910480412303321 |
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Autore |
Zacarian Debbie |
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Titolo |
The essential guide for educating beginning English learners [[electronic resource] /] / Debbie Zacarian, Judie Haynes |
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Pubbl/distr/stampa |
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Thousand Oaks, Calif., : Corwin, c2012 |
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ISBN |
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1-4522-8412-1 |
1-4522-7999-3 |
1-4833-8775-5 |
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Descrizione fisica |
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1 online resource (153 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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English language - Study and teaching - United States - Foreign speakers |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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FRONT COVER; THE ESSENTIAL GUIDE FOR EDUCATING BEGINNING ENGLISH LEARNERS ; CONTENTS ; ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHORS ; INTRODUCTION; Chapter 1: Seeing the Big Picture; Chapter 2: Taking a Closer Look; Chapter 3: Effective Programming for English Learners; Chapter 4: Selecting Models of Instruction; Chapter 5: Strengthening Family-School Engagement; Chapter 6: Teaching Beginners; Chapter 7: Working With English Learners Who Have Experienced Trauma; Chapter 8: Teaching English Learners With Limited or Interrupted Formal Education |
Chapter 9: Providing Effective Professional DevelopmentCHAPTER 1: SEEING THE BIG PICTURE; How Are English Learners Doing in U.S. Schools?; Who Are Beginning English Learners?; Resources for Leaders and Teachers of Beginning Learners of English; Challenges Faced by Beginning English Learners and Their Families; What Is Being Done to Address the Needs of Beginning English Learners?; Using a Three-Phase Planning Approach for Beginning Learners of English; Summary; CHAPTER 2: TAKING A CLOSER LOOK; Influence of Literacy; Differences in Literacy and Educational Experiences |
Differences in Orientation to TimeThree Different Types of Students; Students Experiencing Trauma; How Poverty Affects Learning; |
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Individualistic and Collectivist Cultures; Addressing the Complex Needs of English Learners; Summary; CHAPTER 3: EFFECTIVE PROGRAMMING FOR ENGLISH LEARNERS; Developing a Districtwide Effort; Reviewing the Enrollment Process; Identifying English Learners; Helping Parents Understand the Enrollment Process; Summary; CHAPTER 4: SELECTING MODELS OF INSTRUCTION; Programs That Promote Bilingualism and Biliteracy; Early Exit or Transitional Bilingual Programs |
Structured Immersion ModelsESL Instruction; ESL Pull-Out; Push-In or Collaborative ESL; Newcomers With Limited Prior Schooling; Summary; CHAPTER 5: STRENGTHENING FAMILY-SCHOOL ENGAGEMENT; Building Partnerships with Families of Beginning English Learners; Understanding Barriers; Establishing a Welcoming School Environment by Building Relationships; Addressing Differences; Building Connections With Learning; Supporting Advocacy and Sharing Power; Bilingual Parent Advisory Committees; Home Visits to Involve Parents of English Learners; Bilingual Parent Volunteer Programs; Summary |
CHAPTER 6: TEACHING BEGINNERSWhat Is Culture Shock?; Stages of Culture Shock; Stage 1-Honeymoon or Euphoric Stage; Stage 2-Rejection or Culture Shock Stage; Stage 3-Integration Stage; Stage 4-Assimilation or Adaptation Stage; Supporting English Learners in Content Area Classrooms; Bilingual Support in Content Area Classes; Bilingual Buddies for English Learners; Bilingual Parent Volunteers; Using Technology and the Internet; Materials and Resources for Beginning English Learners; Teaching Essential Basics; Eight Key Strategies for Teaching Content |
1. Provide Information That Beginning English Learners Can Understand |
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Sommario/riassunto |
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Beginning English learners are at risk of being lost in a system that does not know how to reach them. With more and more ELs entering U.S. schools every year, educators need to act quickly to create school- and classroom-based programmes that work. Veteran educators Debbie Zacarian and Judie Haynes provide templates and tools - along with vignettes illustrating real-world challenges - to help teachers and administrators. |
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2. |
Record Nr. |
UNINA9910984585003321 |
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Autore |
Yılmaz İhsan |
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Titolo |
Intergroup Emotions and Competitive Victimhoods : Turkey’s Ethnic, Religious and Political Emigrant Groups in Australia / / by Ihsan Yilmaz |
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Pubbl/distr/stampa |
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Singapore : , : Springer Nature Singapore : , : Imprint : Palgrave Macmillan, , 2024 |
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ISBN |
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Edizione |
[1st ed. 2024.] |
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Descrizione fisica |
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1 online resource (293 pages) |
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Collana |
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Palgrave Studies in Political Psychology, , 2946-2606 |
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Disciplina |
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Soggetti |
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Identity politics |
Emigration and immigration |
Citizenship - Study and teaching |
Identity Politics |
Diaspora Studies |
Citizenship Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Chapter one: Introduction -- Chapter two: The Turkish Diaspora in Australia -- Chapter three: Kemalists -- Chapter four: Erdoğanists -- Chapter five: Kurds -- Chapter six: Alevis -- Chapter seven: Armenians -- Chapter eight: Gülenists -- Chapter nine: Conclusions. |
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Sommario/riassunto |
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This book examines the narratives and collective emotions of diaspora groups who originate from Turkey and now live in Australia, focusing on their experiences of collective victimhood, competitive victimhood, and intergroup emotions in relation to other diaspora groups from Turkey. Based on 122 semi-structured extensive interviews with Armenians, Kurds, Alevis, Gülenists, Kemalists and Erdoğanists, the book argues that, while in power, dominant groups driven by competitive victimhood often exhibit indifference toward the victimhood of other groups. This dynamic reflects how ressentiment can perpetuate cycles of oppression and antagonism. However, this pattern can shift when powerful groups find themselves in opposition. In such scenarios, they may become more attuned to the grievances of |
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other groups. Ihsan Yilmaz is research chair and professor of political science and international relations at Deakin University’s ADI (Alfred Deakin Institute for Citizenship and Globalisation). Previously, he worked at the Universities of Oxford and London. He researches on nation- building, citizenship, minorities, securitisation, intergroup emotions, populism, transnationalism, digital authoritarianism, and legal pluralism. Presently, he leads two Australian Research Council (ARC) Discovery projects: “Civilisationist Mobilisation, Digital Technologies, and Social Cohesion: The Case of Turkish & Indian Diasporas in Australia” and “Religious Populism, Emotions, and Political Mobilisation: Civilisationism in Turkey, Indonesia, and Pakistan.” Additionally, he co-leads a 3-year Gerda Henkel Foundation project: “Smart Digital Technologies and the Future of Democracy in the Muslim World.” He is the author of many books, including most recently published Populist and Pro-Violence State Religion: The Diyanet’s Construction of Erdoğanist Islam in Turkey (2022) and Creating the Desired Citizen: Ideology, State and Islam in Turkey (2021). |
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