LEADER 04029nam 22007455 450 001 9911136599603321 005 20260415133528.0 010 $a9786610501663 010 $a9781280501661 010 $a1280501669 010 $a9781853598234 010 $a1853598232 024 7 $a10.21832/9781853598234 035 $a(CKB)1000000000245138 035 $a(EBL)255727 035 $a(OCoLC)568233026 035 $a(SSID)ssj0000255885 035 $a(PQKBManifestationID)11215005 035 $a(PQKBTitleCode)TC0000255885 035 $a(PQKBWorkID)10223825 035 $a(PQKB)10079034 035 $a(DE-B1597)514069 035 $a(OCoLC)1083625294 035 $a(DE-B1597)9781853598234 035 $a(MiAaPQ)EBC255727 035 $a(Perlego)969904 035 $a(EXLCZ)991000000000245138 100 $a20200707h20052005 fg 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aTeacher Collaboration and Talk in Multilingual Classrooms /$fAngela Creese 205 $a1st ed. 210 1$aBlue Ridge Summit, PA :$cMultilingual Matters,$d[2005] 210 4$dİ2005 215 $a1 online resource (229 p.) 225 0 $aBilingual Education & Bilingualism 300 $aDescription based upon print version of record. 311 0 $a9781853598210 311 0 $a1853598216 311 0 $a9781853598227 311 0 $a1853598224 327 $tFront matter --$tContents --$tAcknowledgements --$tA Note on Terminology --$tAbbreviations --$tIntroduction --$tChapter 1. Theoretical and Methodological Frameworks --$tChapter 2. Policy into Practice --$tChapter 3. Teachers in Multilingual Mainstream Classrooms: Enacting Inclusion --$tChapter 4. Teachers Talking: The Discourses of Collaborating Teachers --$tChapter 5. The Discursive Positionings of Teachers in Collaboration --$tChapter 6. Teacher Collaboration in Support and Withdrawal Modes --$tChapter 7. Teaching Partnerships --$tChapter 8. Content-based Language-learning and Language-based Content-learning: Learning a Second Language in the Mainstream Classroom --$tChapter 9. Bilingual Teachers and Students in Secondary School Classrooms: Using Turkish for Curriculum-learning --$tChapter 10. Mediating Allegations of Racism: Bilingual EAL Teachers in Action --$tChapter 11. Conclusions --$tBibliography --$tIndex 330 $aThis volume looks at the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. It also looks at how policy statements and ideologies around multilingualism position teachers and learners in particular ways. A linguistic ethnographic approach is taken in the study, which considers the discourses of whole class and small group teaching and learning. Chapters consider the relation between different languages, different pedagogues and different teacher identities in the secondary school classroom. The book documents how a policy of inclusion is played out in practice. 606 $aNative language and education - England - London - Case studies 606 $aNative language and education$xEducation (Secondary)$zEngland$zLondon$vCase studies 606 $aEducation, Bilingual$zEngland$zLondon$vCase studies 606 $aChildren of immigrants$zEngland$zLondon$vCase studies 606 $aLanguage policy$zEngland$zLondon$vCase studies 615 4$aNative language and education - England - London - Case studies. 615 0$aNative language and education$xEducation (Secondary) 615 0$aEducation, Bilingual 615 0$aChildren of immigrants 615 0$aLanguage policy 676 $a371.14/8 676 $a418.0071 700 $aCreese$b Angela$4aut$4http://id.loc.gov/vocabulary/relators/aut$01479172 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9911136599603321 996 $aTeacher Collaboration and Talk in Multilingual Classrooms$94852873 997 $aUNINA LEADER 03541nam 2200709 a 450 001 9911149027203321 005 20251117115656.0 010 $a1-280-46722-3 010 $a9786610467228 010 $a1-4175-0601-6 010 $a90-474-0197-2 024 7 $a10.1163/9789047401971 035 $a(CKB)111090529277014 035 $a(EBL)253605 035 $a(OCoLC)171583160 035 $a(SSID)ssj0000122204 035 $a(PQKBManifestationID)11145046 035 $a(PQKBTitleCode)TC0000122204 035 $a(PQKBWorkID)10122008 035 $a(PQKB)10176301 035 $a(MiAaPQ)EBC253605 035 $a(nllekb)BRILL9789047401971 035 $a(Au-PeEL)EBL253605 035 $a(CaPaEBR)ebr10089138 035 $a(CaONFJC)MIL46722 035 $a(OCoLC)55505438 035 $a(PPN)229584845 035 $a(EXLCZ)99111090529277014 100 $a20030313d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCicero's style $ea synopsis /$fby Michael von Albrecht 205 $a1st ed. 210 $aLeiden ;$aBoston $cBrill$d2003 215 $a1 online resource (296 p.) 225 1 $aMnemosyne, bibliotheca classica Batava. Supplementum ;$v245 300 $aDescription based upon print version of record. 311 08$a90-04-12961-8 320 $aIncludes bibliographical references (p. [247]-273) and index. 327 $tPreliminary Material /$rMichael von Albrecht -- $tINTRODUCTION /$rMichael von Albrecht -- $tDIFFERENCES OF GENRE /$rMichael von Albrecht -- $tNUANCES OF STYLE WITHIN INDIVIDUAL WORKS /$rMichael von Albrecht -- $tCHRONOLOGICAL DEVELOPMENT OF STYLE /$rMichael von Albrecht -- $tCONSISTENCY IN CICERO'S STYLE /$rMichael von Albrecht -- $tSTYLE AND CONTEXT IN THE ORATIONS /$rMichael von Albrecht -- $tTHE DE ORATORE: CICERO AND THE CULTURE OF SPEECH /$rMichael von Albrecht -- $tPOSTSCRIPT /$rMichael von Albrecht -- $tBIBLIOGRAPHY /$rMichael von Albrecht -- $tINDEX /$rMichael von Albrecht -- $tSUPPLEMENTS TO MNEMOSYNE. 330 $aThis comprehensive study of Cicero's style discusses differences of literary genres (Ch.1), nuances of style within individual works (Ch.2), and chronological development (Ch.3), followed by an account of fixed elements typical of Cicero's diction (Ch.4). Finally, selected interpretative studies demonstrate the relationship of style and context in the orations, with special regard to literary form and political or moral content (Ch.5). The book concludes with an Epilogue on the De oratore and the culture of speech. Contrary to inveterate prejudices, Cicero does not confine himself to a single (so-called ?Ciceronian?) style, but consciously and ably employs the full register of styles. The author points out in what respects a study of his style might be rewarding even today. 410 0$aMnemosyne, bibliotheca classica Batava.$pSupplementum ;$v245. 606 $aSpeeches, addresses, etc., Latin$xHistory and criticism 606 $aLatin language$xStyle 606 $aRhetoric, Ancient 606 $aOratory, Ancient 615 0$aSpeeches, addresses, etc., Latin$xHistory and criticism. 615 0$aLatin language$xStyle. 615 0$aRhetoric, Ancient. 615 0$aOratory, Ancient. 676 $a875/.01 700 $aAlbrecht$b Michael von$0169399 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911149027203321 996 $aCicero's style$9989233 997 $aUNINA LEADER 02767nam 2200649Ia 450 001 9911143972903321 005 20260415134426.0 010 $a9786611813956 010 $a9781281813954 010 $a1281813958 010 $a9780567115195 010 $a0567115194 035 $a(CKB)1000000000556963 035 $a(EBL)436082 035 $a(OCoLC)287139421 035 $a(SSID)ssj0000157284 035 $a(PQKBManifestationID)11147162 035 $a(PQKBTitleCode)TC0000157284 035 $a(PQKBWorkID)10138645 035 $a(PQKB)10155042 035 $a(MiAaPQ)EBC436082 035 $a(Au-PeEL)EBL436082 035 $a(CaPaEBR)ebr10256261 035 $a(CaONFJC)MIL181395 035 $a(OCoLC)893333819 035 $a(Perlego)802988 035 $a(EXLCZ)991000000000556963 100 $a19961212d1996 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aForming prophetic literature $eessays on Isaiah and the Twelve in honor of John D.W. Watts /$fedited by James W. Watts and Paul R. House 210 $aSheffield $cSheffield Academic Press$dc1996 215 $a1 online resource (329 p.) 225 0 $aJournal for the study of the Old Testament. Supplement series ;$v235 300 $aDescription based upon print version of record. 311 08$a9781850756415 311 08$a1850756414 320 $aIncludes bibliographical references and indexes. 327 $aContents; Acknowledgments; Abbreviations; List of Contributors; The Formation of a Scholar; ISAIAH: METHOD AND INTERPRETATION; THE TWELVE: METHODS; THE TWELVE: INTERPRETATIONS; Bibliography of Works; Index of References; Index of Authors 330 $aThese essays are written in honour of John D.W. Watts, formerly Professor of Old Testament at Southern Baptist Seminary, Louisville, Kentucky and Old Testament editor of the Word Biblical Commentary, well known for his contributions, especially to scholarship on the prophetic books. Accordingly, the essays here address the literary, redactional and canonical questions posed by the Hebrew Bible's prophetic literature. The prophetic books have defied easy classification according to genre or facile explanation of their historical development. With a special focus on the books of Isaiah and of th 410 4$aThe Library of Hebrew Bible/Old Testament Studies 606 $aProphets 615 0$aProphets. 676 $a224.066 676 $a224/.06 701 $aHouse$b Paul R.$f1958- 701 $aWatts$b James W$g(James Washington),$f1960- 701 $aWatts$b John D. W 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911143972903321 997 $aUNINA