LEADER 02791nam 22005413 450 001 9910508304603321 005 20211111075433.0 010 $a3-8394-2721-5 035 $a(MiAaPQ)EBC5116421 035 $a(Au-PeEL)EBL5116421 035 $a(CaPaEBR)ebr11468831 035 $a(OCoLC)1013828429 035 $a(PZ_Ebook Central)EBC5116421 035 $a(CKB)19357231700041 035 $a(EXLCZ)9919357231700041 100 $a20211111d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a(Extra)Ordinary Presence $eSocial Configurations and Cultural Repertoires 205 $a1st ed. 210 1$aBielefeld :$ctranscript,$d2017. 210 4$d©2017. 215 $a1 online resource (207 pages) 225 1 $aPräsenz und implizites Wissen ;$vv.3 311 08$aPrint version: Gottwald, Markus (Extra)Ordinary Presence Bielefeld : transcript,c2017 9783837627213 327 $aCover -- Contents -- (Extra)Ordinary Presence. Social Configurations and Cultural Repertoires -- I. Whiteness and the Rules of Redemption: O rdinary and Transcendent Presences -- Caucasia's Capital. The Ordinary Presence of Whiteness -- Christian New Birth as an Experience of Presence. An Introduction to Its Theological Structure -- Preachers' Daughters. Discourses of Presence and the Sensation of 'Purity' -- II. Ab-Use, Paranoia, Decay: The (Extra)Ordinary Presence of the Past -- Heidegger Ab-Used. Thinking (Extra)Ordinary Presences between Place and Planet -- Persisting Presence. The JFK Assassination as Mediated Event -- "Still Standing Like Timeless Islands". The Presence of Postindustrial Spaces in The Ruins of Detroit (2010) -- III. The Cultural Specificit y of Presence: Rituals, Symbols, and Imagined Communities -- The Presence of Sacralization. The Configuration of Presence in Vladimir Sorokin's Kremlin Made of Sugar -- The Macrocontext of (Extra)Ordinary Presence. A Methodological Challenge -- Tea Flows. A Praxeological Perspective on Ritual -- Afterword. Bodily Presence and Absence -- List of Contributors. 410 0$aPräsenz und implizites Wissen 606 $aPresence (Philosophy) 606 $aKnowledge, Sociology of 606 $aTacit knowledge-Social aspects 608 $aElectronic books. 615 0$aPresence (Philosophy). 615 0$aKnowledge, Sociology of. 615 0$aTacit knowledge-Social aspects. 676 $a901 700 $aGottwald$b Markus$01024956 701 $aKirchmann$b Kay$0847936 701 $aPaul$b Heike$0870026 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910508304603321 996 $aExtra)Ordinary Presence$92436441 997 $aUNINA LEADER 02993oam 2200505 450 001 9910808244203321 005 20190911103511.0 010 $a1-4522-7815-6 010 $a1-4522-7818-0 035 $a(OCoLC)962890602 035 $a(MiFhGG)GVRL8090 035 $a(EXLCZ)993710000000456567 100 $a20130905h20142014 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 00$aAcademic language in diverse classrooms$iEnglish language arts, grades K-2 $epromoting content and language learning /$fMargo Gottlieb, Gisela Ernst-Slavit, series editors ; foreword by Douglas Fisher 210 1$aThousand Oaks, California :$cCorwin, a SAGE Company,$d[2014] 210 4$d?2014 215 $a1 online resource (xx, 178 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-4522-3477-9 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $a""ACADEMIC LANGUAGE IN DIVERSE CLASSROOMS ENGLISH LANGUAGE ARTS, GRADES K-2-FRONT COVER""; ""ACADEMIC LANGUAGE IN DIVERSE CLASSROOMS ENGLISH LANGUAGE ARTS, GRADES K-2""; ""CONTENTS""; ""FOREWORD""; ""PREFACE""; ""ACKNOWLEDGMENTS""; ""ABOUT THE EDITORS""; ""CHAPTER 1: ACADEMIC LANGUAGE: A CENTERPIECE FOR ACADEMIC SUCCESS IN ENGLISH LANGUAGE ARTS ""; ""EXAMPLES FROM THE CCSS FOR ENGLISH LANGUAGE ARTS OF RELATED ACADEMIC LANGUAGE""; ""CHAPTER 2: KINDERGARTEN: A WINDOW INTO MY FAMILY AND COMMUNITY"" 327 $a""CHAPTER 3: GRADE 1: BOMBARDING STUDENTS WITH INFORMATIONAL TEXTS: WRITING ACROSS THE CURRICULUM""""CHAPTER 4: GRADE 2: DEVELOPING ACADEMIC LANGUAGE THROUGH ECOSYSTEMS""; ""GLOSSARY""; ""INDEX"" 330 $a Make every student fluent in the language of learning. The Common Core and ELD standards provide pathways to academic success through academic language. Using an integrated Curricular Framework, districts, schools and professional learning communities can: Design and implement thematic units for learning Draw from content and language standards to set targets for all students Examine standards-centered materials for academic language Collaborate in planning instruction and assessment within and across lessons Consider linguistic and cultural resources of the students 606 $aLanguage arts (Primary) 606 $aContent area reading 606 $aEnglish language$xStudy and teaching (Primary)$xForeign speakers 615 0$aLanguage arts (Primary) 615 0$aContent area reading. 615 0$aEnglish language$xStudy and teaching (Primary)$xForeign speakers. 676 $a372.6 702 $aGottlieb$b Margo 702 $aErnst-Slavit$b Gisela 702 $aFisher$b Douglas$f1965- 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910808244203321 996 $aAcademic language in diverse classrooms$93997682 997 $aUNINA