LEADER 02056nam 2200409z- 450 001 9910733286503321 005 20230911 010 $a2-493207-10-6 035 $a(CKB)5840000000262964 035 $a(PPN)271944102 035 $a(oapen)doab113522 035 $a(EXLCZ)995840000000262964 100 $a20230712c2022uuuu -u- - 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aConcise Manual for Ceramic Studies$eFrom the Nile Valley to the Middle East 210 $aParis, Khartoum, Nairobi$cAfricae$d2022 215 $a1 online resource (167 p.) 225 1 $aAfricae Studies 330 $aThis manual is intended to accompany the training of future ceramic specialists in the Arab world. Resulting from the collaboration of four major institutions of French archaeology abroad: the Section franc?aise de la direction des Antiquite?s du Soudan (Sfdas), the Institut franc?ais d'Arche?ologie orientale (Ifao), the Institut franc?ais du Proche-Orient (Ifpo) and the Centre franc?ais de recherche de la pe?ninsule arabique (Cefrepa), it draws on the recent work of specialists from the Nile Valley, the Near East and the Arabian Peninsula to shed light on the theoretical reflections that have enriched ceramic studies in recent decades. Providing a genuine field tool, this volume is nonetheless a skilfully illustrated collection of the contribution of ceramic studies to the understanding of human history. This is the English version of the manual. The bilingual version (English / Arabic) is available here: https://page.hn/yq8gch. 606 $aAfrican history$2bicssc 606 $aArchaeology$2bicssc 610 $aceramics 610 $aEgyptology 610 $amanual 610 $aMiddle East 610 $aNile Valley 610 $aSudan 615 7$aAfrican history 615 7$aArchaeology 906 $aBOOK 912 $a9910733286503321 996 $aConcise Manual for Ceramic Studies$93396835 997 $aUNINA LEADER 07214nam 22006373 450 001 9910908701203321 005 20241127123800.0 010 $a84-11-22802-9 035 $a(CKB)5580000000528952 035 $a(MiAaPQ)EBC30477677 035 $a(Au-PeEL)EBL30477677 035 $a(OCoLC)1379805898 035 $a(FINmELB)ELB229740 035 $a(OCoLC)1419063709 035 $a(BIP)90589272 035 $a(EXLCZ)995580000000528952 100 $a20240122d2022 uy 0 101 0 $aspa 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aAddressing future challenges in early language learning and multilingual education /$fBeatriz Cortina-Pérez, Ana Andúgar, Angela Álvarez-Cofiño, Silvia Corral, Natalia Martínez León, Ana Otto (editors) 205 $a1st ed. 210 1$aMadrid :$cDykinson, S.L.,$d2022. 210 4$d©2023. 215 $a1 online resource (402 pages) 320 $aIncluye referencias. 327 $aIntro -- _mi78s2m3ho9r -- _Ref467515387 -- _Hlk107135220 -- _Ref467509391 -- _Hlk107865332 -- _GoBack -- _heading=h.30j0zll -- _heading=h.1fob9te -- _heading=h.3znysh7 -- _heading=h.2et92p0 -- _heading=h.tyjcwt -- _heading=h.3dy6vkm -- _heading=h.1t3h5sf -- _heading=h.gjdgxs -- _Hlk107383119 -- _Hlk107379998 -- _Hlk107388162 -- _Hlk107449455 -- _Hlk107501209 -- _Hlk107692755 -- _Hlk85625557 -- _Hlk105515973 -- _Hlk107227674 -- _gjdgxs -- _30j0zll -- _Ref72398485 -- _Hlk101427842 -- _Hlk101428526 -- _Hlk101428780 -- _Hlk101429112 -- _Hlk101430159 -- _Hlk101435885 -- _Hlk101442713 -- _Hlk101444311 -- _Hlk101444556 -- _Hlk101444574 -- _Hlk101444639 -- _Hlk103433398 -- one -- _Hlk106729625 -- _Hlk106703869 -- _Hlk106709230 -- _Hlk106712319 -- _Hlk106709187 -- _Hlk106713451 -- _Hlk106705998 -- _Hlk106712773 -- _Hlk107320279 -- _Hlk106708902 -- _Hlk107349591 -- _Hlk107243574 -- _Hlk106125456 -- _Hlk104907265 -- _Hlk105067837 -- _Hlk105435146 -- _Hlk107243629 -- _Hlk107243641 -- _Hlk107244180 -- _Hlk107243820 -- _Hlk105146014 -- _Hlk107243915 -- _Hlk107689777 -- _Hlk105947886 -- _Hlk106307485 -- _Hlk106004539 -- _Hlk105748968 -- _Hlk105950034 -- _Hlk106310664 -- _Hlk106308731 -- _Hlk106308983 -- _Hlk106264511. 330 $aThe experiences of recent years have tested all public sectors, and society has faced challenges we would not have foreseen. This has transformed our society into one that is more global, resilient and sustainable, and where education emerges as a bastion to sustain the welfare state (International Commision on the Futures of Education, 2020). Multilingualism is, on the other hand, one of the most relevant characteristics of this new society, given the frequent migratory flows and work mobility (American Academy of Arts and Sciences, 2019; Eurostat, June 2022). Being in contact with several languages, even for monolinguals, is a daily activity. The merging of these two fields makes multilingual education a necessary and timely area of study. Within multilingual education the focus on early years seems more cutting-edge: firstly, because it is at this stages that the foundations for the child's future career are laid (Council of Europe, 2019); and secondly, because more and more children are multilingual, either by dealing directly with multilingualism at home or in the society where they live, or because they are introduced to different languages at school contexts since early years (Schwartz, 2022). Unfortunately, research on this area is scarce, and more data and experiences are to be shared among the scientific community so as to deal with the challenges educators, families, policymakers and researchers face. The aim of this book is to approach early language learning and multilingual education from different perspectives, understanding it from a broad and inclusive perspective, encompassing all kinds of sociolinguistic varieties. In doing so, the book covers multilingual education both in social and educational contexts for children from 0 up to Primary Education (10-12 years old). It contains 45 chapters, mainly in English and some of them in Spanish, organised in five different sections. Section I. Multilingual Education in Infancy. Theory and research introduces the reader with multiple research on early multilingual education that lays the theoretical framework for the following sections, as well as it provides an international portrayal of early multilingual education in different countries such as Spain, Germany, Bolivia, Slovakia, or Ireland among others. In the second section - II. Inside the Multilingual Classroom with Young Learners-, authors take a closer look into the classroom and/or family as a multilingual ecosystem in which education happens, and challenges such as global competences, translanguaging pedagogy, flipped classroom, cultural diversity, heritage languages, among others, are addressed. Similarly, Section III. Early Language Learning in School Setting brings the focus back to the classroom but this time in contexts where children are mainly monolingual and where multilingualism is promoted in the school context through the introduction of the foreign language in the Preschool stage, the use of synthetic phonics, being English as a foreign language, or the use of theatre as a didactic strategy. Chapters in Section IV. Materials and Resources in the Early Multilingual Classroom give practical and tested examples on how to promote multilingualism with young learners using different materials and resources such as picturebooks, audiobooks, multicultural children's literature, silent books and robots. Finally, the last section of this book -V. Teacher Education for Multilingualism- examines the key topic of the education teachers receive to deal with early multilingual learners collecting research and experiences in different parts of the world that reflect on the critical role teachers play in the success of education. All in all, this book aims to address the challenges early language learning and early multilingual education face, providing solid research and good practices that hopefully will illuminate others in the far-reaching task of educating children in todays' society. 606 $aLanguage and languages$xStudy and teaching (Preschool) 606 $aSecond language acquisition 606 $aBilingualism 606 $aAprendizaje de lenguas 606 $aMultilingu?ismo 608 $aLibros electro?nicos. 615 0$aLanguage and languages$xStudy and teaching (Preschool) 615 0$aSecond language acquisition. 615 0$aBilingualism. 615 4$aAprendizaje de lenguas. 615 4$aMultilingu?ismo. 676 $a371.97 702 $aCortina-Pérez$b Beatriz 702 $aAndúgar$b Ana 702 $aÁlvarez-Cofiño$b Angela 702 $aCorral$b Silvia 702 $aMartínez León$b Natalia 702 $aOtto$b Ana 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 801 2$bUkOxU 906 $aBOOK 912 $a9910908701203321 996 $aAddressing future challenges in early language learning and multilingual education$94296264 997 $aUNINA