LEADER 00717nam0-22002531i-450- 001 990002819680403321 035 $a000281968 035 $aFED01000281968 035 $a(Aleph)000281968FED01 035 $a000281968 100 $a20000920d1904----km-y0itay50------ba 101 0 $aENG 200 1 $aHistory and principles of banks and banking$fby H.T. Easton 210 $aLondra$cEffigham Wilson$d1904 300 $aDONO 2c?opia (1 ?4-680) 700 1$aEaston,$bH.T.$0369070 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990002819680403321 952 $a11-182-TB$bT.B.$fECA 959 $aECA 996 $aHistory and principles of banks and banking$9419719 997 $aUNINA DB $aING01 LEADER 04958oam 2200697I 450 001 9910452768903321 005 20200520144314.0 010 $a0-415-53432-1 010 $a1-136-28712-4 010 $a0-203-11349-7 010 $a1-136-28713-2 024 7 $a10.4324/9780203113493 035 $a(CKB)2550000001106058 035 $a(EBL)1323290 035 $a(OCoLC)854977041 035 $a(SSID)ssj0000950466 035 $a(PQKBManifestationID)12370845 035 $a(PQKBTitleCode)TC0000950466 035 $a(PQKBWorkID)11007033 035 $a(PQKB)10851755 035 $a(MiAaPQ)EBC1323290 035 $a(Au-PeEL)EBL1323290 035 $a(CaPaEBR)ebr10737978 035 $a(CaONFJC)MIL506417 035 $a(OCoLC)854584230 035 $a(EXLCZ)992550000001106058 100 $a20180706d2014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe multilingual turn $eimplications for SLA, TESOL and bilingual education /$fedited by Stephen May 210 1$aNew York :$cRoutledge,$d2014. 215 $a1 online resource (240 p.) 300 $aDescription based upon print version of record. 311 $a0-415-53431-3 311 $a1-299-75166-0 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover; Half Title ; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Introducing the "Multilingual Turn" ; References; 1. Disciplinary Divides, Knowledge Construction, and the Multilingual Turn ; Field, Habitus, and Practice; Developing a Reflexive View of Academic Disciplines; Reexamining Disciplinary Debates in SLA; LEAP: Crossing the Borderlands of Bilingual, SLA, and TESOL Research; Conclusion; Notes; References; 2. Ways Forward For a Bi/ Multilingual Turn in SLA ; The Problem in Need of a Solution: The Ideological Roots of the Monolingual Bias in SLA 327 $aWays Out, Ways ForwardUsage-Based Linguistics in a Nutshell; Shifting the Explanatory Burden from Birth to History and Experience; Focusing on the Link between Language Input Affordances and Learning Success; Analyzing Linguistic Development as Self-Referenced, Nonteleological, Unfinished ; Caveats and Conclusion; Notes; 3. Moving Beyond "Lingualism": Multilingual Embodiment and Multimodality in SLA ; Embodiment; Multimodality; Embodiment and Multimodality in SLA; Conclusion; Notes; 4. Theorizing a Competence for Translingual Practice at the Contact Zone ; A Note on Terminology 327 $aTranslingual Practice at the Contact ZoneDefining Performative Competence; Language Awareness; Social Values; Learning Strategies; Conclusion; Notes; References; 5. Identity, Literacy, and the Multilingual Classroom ; Investment and Imagined Identities; Investment; Imagined Communities and Imagined Identities; Research Across Time and Space; Resistant Readings in South Africa; Archie Comics and the "Literate Underlife" of Multilingual Students in Canada; Literacy and Imagined Identities in Pakistan Youth; Digital Literacy and Multilingual Students in Uganda; Discussion 327 $aThe Multilingual Turn in Language EducationConclusion; Notes; References; 6. Communication and Participatory Involvement in Linguistically Diverse Classrooms ; Communicative Competence at Large; CEFR: Learning, Teaching, Assessment; Textbooks; English in the Mainstream; Communication and Communicative Capacity: Theory and Application; Participatory Engagement in Communication; Conclusion; Notes; References; 7. Multilingualism and Common Core State Standards in the United States ; U.S. Student Diversity, Bilingualism, and Education; The Common Core State Standards and Language 327 $aBilingualism and the Common Core StandardsDynamic Bilingualism, Translanguaging, and the CCSS; Diversity of Audiences, Contexts, and Backgrounds and the CCSS; Extending Commonalities to Support Equity for Bilingual U.S. Students; Bilingual Progressions; Translanguaging Pedagogical Strategies; Assessments; Conclusion; Notes; References; 8. Who's Teaching Whom? Co-Learning in Multilingual Classrooms ; Co-learning in the Classroom; Co-learning and Language Teaching; Complementary Schools in Britain; The Present Study; Co-learning of Language; Co-learning of Cultural Values and Practices 327 $aCo-construction of Identity 606 $aSecond language acquisition$xStudy and teaching 606 $aEducation, Bilingual 606 $aMulticultural education 608 $aElectronic books. 615 0$aSecond language acquisition$xStudy and teaching. 615 0$aEducation, Bilingual. 615 0$aMulticultural education. 676 $a418.0071 701 $aMay$b Stephen$f1962-$0594748 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452768903321 996 $aThe multilingual turn$92467093 997 $aUNINA