LEADER 06227nam 22007092 450 001 9910461466303321 005 20151005020620.0 010 $a1-139-06323-5 010 $a1-107-21424-6 010 $a1-283-11242-6 010 $a9786613112422 010 $a1-139-07551-9 010 $a1-139-06975-6 010 $a1-139-07777-5 010 $a1-139-08006-7 010 $a0-511-92160-8 010 $a1-139-08233-7 035 $a(CKB)2670000000088889 035 $a(EBL)691889 035 $a(OCoLC)726734776 035 $a(SSID)ssj0000520945 035 $a(PQKBManifestationID)11364269 035 $a(PQKBTitleCode)TC0000520945 035 $a(PQKBWorkID)10514107 035 $a(PQKB)11485232 035 $a(UkCbUP)CR9780511921605 035 $a(MiAaPQ)EBC691889 035 $a(Au-PeEL)EBL691889 035 $a(CaPaEBR)ebr10470673 035 $a(CaONFJC)MIL311242 035 $a(EXLCZ)992670000000088889 100 $a20100927d2011|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aApplied Linguistics and Primary School Teaching /$fedited by Sue Ellis and Elspeth McCartney$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2011. 215 $a1 online resource (xxi, 332 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a1-107-69687-9 311 $a0-521-19354-0 320 $aIncludes bibliographical references and index. 327 $aIntroduction / Sue Ellis and Elspeth McCartney -- Part I. Policy and diversity in the twenty-first-century primary school -- Introduction to Part I / Sue Ellis and Elspeth McCartney -- 1. The control of language or the language of control? Primary teachers' knowledge in the context of policy / Dominic Wyse -- 2. Working with children who speak English as an additional language : an Australian perspective on what primary teachers need to know / Jennifer Hammond -- 3. Preparing for diversity : the alternatives to 'linguistic coursework' for student teachers in the USA / Deborah A. Horan and Afra Ahmed Hersi -- 4. Supporting children with speech, language and communication needs / Maggie Vance -- 5. Foreign language teaching in the primary school : meeting the demands / Dan Tierney -- Part II. The range and focus of applied linguistics research -- Introduction to Part II / Sue Ellis and Elspeth McCartney -- 6. Grammar for designers : how grammar supports the development of writing / Debra Myhill -- 7. The use of corpus-based approaches in children's knowledge about language / Alison Sealey -- 8. Words and pictures : towards a linguistic understanding of picture books and reading pedagogy Vivienne Smith -- 9. From storytellers to narrators : how can the history of reading help with understanding reading comprehension? / Elspeth Jajdelska -- 10. Talk about text : the discursive construction of what it means to be a reader / Gemma Moss -- 11. Why we need to know about more than phonics to teach English literacy / Terezinha Nunes and Peter Bryant -- 12. Understanding children's reading comprehension difficulties / Jessie Ricketts, Joanne Cocksey and Kate Nation -- 13. Classroom discourse : the promise and complexity of dialogic practice / Adam Lefstein and Julia Snell -- 14. Pedagogy and bilingual pupils in primary schools : certainties from applied linguistics / Angela Creese -- Part III. Empowering teachers and teachers' use of knowledge -- Introduction to Part III / Sue Ellis and Elspeth McCartney -- 15. Building knowledge about language into a primary teacher education course / Henrietta Dombey and Jane Briggs -- 16. Using the International Phonetic Alphabet to support accurate phonics teaching / Greg Brooks -- 17. Developing word-level literacy skills in children and without typical communication skills / Kenn Apel, Elizabeth B. Wilson-Fowler and Julie J. Masterson -- 18. The development of the Speech, Language and Communication Framework (SLCF) / Mary Hartshorne -- 19. How to empower teachers working with children with language impairments : why a 'just-in-time' model might work / Sue Ellis and Elspeth McCartney -- 20. Communication impairment in a multilingual context / Carolyn Letts -- 21. Teacher education and applied linguistics : what needs to be understood about what, how and where beginning teachers learn / Viv Ellis and Jane Briggs. 330 $aModern primary teachers must adapt literacy programmes and ensure efficient learning for all. They must also support children with language and literacy difficulties, children learning English as an additional language and possibly teach a modern foreign language. To do this effectively, they need to understand the applied linguistics research that underpins so many different areas of the language and literacy curriculum. This book illustrates the impact of applied linguistics on curriculum frameworks and pedagogy. It captures the range of applied linguistics knowledge that teachers need, and illustrates how this is framed and is used by policy makers, researchers, teacher educators and the other professions who work with teachers in schools. It considers how to effect professional development that works. It is essential reading for primary teachers but also for speech and language therapists, educational psychologists, learning support teachers and all those doing language or literacy research in the primary classroom. 517 3 $aApplied Linguistics & Primary School Teaching 606 $aLanguage arts (Elementary)$xCurricula 606 $aEnglish language$xStudy and teaching (Elementary)$xForeign speakers 606 $aApplied linguistics 615 0$aLanguage arts (Elementary)$xCurricula. 615 0$aEnglish language$xStudy and teaching (Elementary)$xForeign speakers. 615 0$aApplied linguistics. 676 $a372.6 702 $aEllis$b Sue 702 $aMcCartney$b Elspeth 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910461466303321 996 $aApplied Linguistics and Primary School Teaching$92467301 997 $aUNINA LEADER 06365nam 2200769 450 001 9910140483403321 005 20200520144314.0 010 $a1-78684-422-2 010 $a1-118-53124-8 010 $a1-118-53123-X 010 $a1-118-53121-3 010 $a1-119-03990-8 035 $a(CKB)2670000000612441 035 $a(EBL)1895478 035 $a(SSID)ssj0001482048 035 $a(PQKBManifestationID)11892408 035 $a(PQKBTitleCode)TC0001482048 035 $a(PQKBWorkID)11508134 035 $a(PQKB)11295275 035 $a(DLC) 2015003837 035 $a(Au-PeEL)EBL1895478 035 $a(CaPaEBR)ebr11047015 035 $a(CaONFJC)MIL776687 035 $a(JP-MeL)3000132499 035 $a(MiAaPQ)EBC1895478 035 $a(OCoLC)859253562 035 $a(EXLCZ)992670000000612441 100 $a20150511h20152015 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe handbook of classroom discourse and interaction /$fedited by Numa Markee 205 $aFirst Edition. 210 1$aChichester, England :$cWiley Blackwell,$d2015. 210 4$d2015 215 $a1 online resource (557 p.) 225 1 $aBlackwell Handbooks in Linguistics 300 $aIncludes bibliographical references and index 311 $a1-118-53112-4 311 $a1-118-53116-7 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aMachine generated contents note: Table of contents 1. Preliminary matters 1. Introduction: Classroom discourse and interaction research (Numa Markee) 2. Research Methodologies and Assessment Overview 2. Developing A Multi-faceted Research Process: An Ethnographic Perspective for Reading Across Traditions (Judith Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John Hammond) 3. Understanding classroom discourse and interaction: Qualitative Perspectives. (Audra Skukauskaite, Denise Ramon, Jessica Rangel and Lisa Rodriguez). 4. Experimental perspectives on classroom interaction (Mike Long) 5. Shifting trends in the assessment of classroom interaction (Marta Anton) 3. The Educational Tradition Overview 6. Discourse and Learning in Contexts of Educational Interaction (Carl Fredericksen and Janet Donin) 7. Can Neo-Marxist and post-structural theories in education inform each other? Using genre approaches to bridge the gap (Ross Collin and Michael Apple) 8. The role of talk in group based activity in language classrooms (David Bloome) 9. The sequential analysis of instruction (Oskar Lindwall, Christian Greifenhagen and Gustav Lymer) 4. The Cognitive-Interactionist Tradition Overview 10. The role of tasks as vehicles for learning in classroom interaction (YouJin Kim) 11. Comprehensible input and output in classroom interaction (Sue Gass) 12. An interactionist approach to learner-learner interaction in second and foreign language classrooms (Melissa Bowles and Rebecca Adams) 13. The relative effectiveness of corrective feedback in classroom interaction (Roy Lyster) 5. The Sociocultural Theory Tradition Overview 14. From inter-action to intra-action: the internalization of talk, gesture, and concepts in the second language classroom (Eduardo Negueruela-Azarola, Prospero García and Kimberly Buescher) 15. Classroom Discourse and Interaction in the zone of proximal development (Holbrook Mahn) 16. The emergence of sociolinguistic competence in second language classroom interaction (Remi Van Compernolle) 17. Expert-novice relationships in second language classroom interaction (Steve Thorne and John Hellerman) 6. The Language Socialization Tradition Overview 18. The role of language socialization in heritage language classroom interaction (Agnes He) 19. Language socialization across learning spaces (Jin Sook Lee and Mary Bucholtz). 20. Language and literacy socialization for immigrant and international students in educational contexts (Patricia Duff and Tim Anderson) 21. A language socialization perspective on identity work of ESL youth in a superdiverse high school classroom (Steven Talmy) 7. The Conversation Analysis Tradition Overview 22. L2 classroom interaction as a complex adaptive system (Paul Seedhouse) 23. Institutional talk-for-learning beyond the classroom (Gabriele Kasper and Younhee Kim) 24. Documenting change across time: longitudinal and cross-sectional CA studies of classroom interaction (Simona Pekarek-Doehler and Virginie Fasel Lauzon) 25. CA-for-SLA studies of classroom interaction: Quo vadis? (Numa Markee and Silvia Kunitz) 8. The Critical Theory Tradition Overview 26. Multilingual classroom discourse as a window on wider social, political and ideological processes: Critical ethnographic approaches (Marilyn Martin-Jones) 27. Power, resistance and second language learning (Elizabeth Miller) 28. Seeing "language and development" play out in classroom interaction (Roslyn Appleby) 29. The social construction of inequality in and through interaction in bilingual classrooms (Luisa Martín Rojo) 9. Final Words 30. Where does research on classroom discourse and interaction go from here? (Numa Markee) Appendix Transcription conventions Author index Subject index . 330 $a"The Handbook of Classroom Discourse and Interaction is an authoritative reference work exploring the latest research, methodologies, and theories related to classroom language, teaching, and learning"--$cProvided by publisher. 410 0$aBlackwell handbooks in linguistics. 606 $aLanguage and languages$xStudy and teaching 606 $aConversation analysis$xStudy and teaching 606 $aInteraction analysis in education 606 $aClassroom environment 606 $aClassroom learning centers 615 0$aLanguage and languages$xStudy and teaching. 615 0$aConversation analysis$xStudy and teaching. 615 0$aInteraction analysis in education. 615 0$aClassroom environment. 615 0$aClassroom learning centers. 676 $a418.0071 686 $a807$2njb/09 686 $a418.0071$2njb/09 702 $aMarkee$b Numa 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910140483403321 996 $aThe handbook of classroom discourse and interaction$92883799 997 $aUNINA