LEADER 01610nam2-2200481---450- 001 990000513640203316 005 20080916114913.0 010 $a88-203-2258-7 035 $a0051364 035 $aUSA010051364 035 $a(ALEPH)000051364USA01 035 $a0051364 100 $a20010618d1996----km-y0itay0103----ba 101 $aita 102 $aIT 105 $a||||||||001yy 200 1 $a<<2. :>> Componenti e sistemi di protezione$etrasmissione, distribuzione, trasformazione e utilizzazione, centrali di produzione, progettazione$fGaetano Conte 205 $a3. ed. 210 $aMilano$cHoepli$dcopyr. 1996 215 $a558 p.$d24 cm$e2. c. ripieg. 461 1$10010051357$12001$aImpianti elettrici 606 0 $aImpianti elettrici 676 $a621.319 700 1$aCONTE ,$bGaetano$0340533 801 0$aIT$bsalbc$gISBD 912 $a990000513640203316 951 $a621.319 CON 2 (A)$b11300 Ing.$c621 951 $a621.319 CON 2 (B)$b11301 Ing.$c621 959 $aBK 969 $aTEC 979 $aPATTY$b90$c20010618$lUSA01$h1105 979 $aPATTY$b90$c20010618$lUSA01$h1106 979 $c20020403$lUSA01$h1700 979 $aPATRY$b90$c20040406$lUSA01$h1636 979 $aPAOLA$b90$c20080916$lUSA01$h1146 979 $aPAOLA$b90$c20080916$lUSA01$h1147 979 $aPAOLA$b90$c20080916$lUSA01$h1147 979 $aPAOLA$b90$c20080916$lUSA01$h1147 979 $aPAOLA$b90$c20080916$lUSA01$h1147 979 $aPAOLA$b90$c20080916$lUSA01$h1148 979 $aPAOLA$b90$c20080916$lUSA01$h1149 996 $aComponenti e sistemi di protezione$9886874 997 $aUNISA LEADER 04156nam 2200613 450 001 9910797437303321 005 20230721042532.0 010 $a1-4522-9705-3 035 $a(CKB)3710000000456943 035 $a(EBL)1649998 035 $a(OCoLC)922907757 035 $a(SSID)ssj0001530391 035 $a(PQKBManifestationID)12540205 035 $a(PQKBTitleCode)TC0001530391 035 $a(PQKBWorkID)11530053 035 $a(PQKB)10571145 035 $a(MiAaPQ)EBC1994081 035 $a(EXLCZ)993710000000456943 100 $a20150820h20082008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aConstructivist strategies for teaching English language learners /$fSharon Adelman Reyes, Trina Lynn Vallone 210 1$aThousand Oaks, California :$cCorwin Press,$d2008. 210 4$dİ2008 215 $a1 online resource (208 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-3686-1 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""Foreword""; ""Preface""; ""About the Authors""; ""About the Contributor""; ""Chapter 1 - Perspectives in Second Language Acquisition and Learning""; ""Language Acquisition""; ""Language and Cognitive Development""; ""Language and Academic Content""; ""Language and Culture""; ""Chapter 2 - Program Models for Second Language Learners""; ""Additive Versus Subtractive Program Models""; ""Mainstream with Modifications""; ""English as a Second Language (ESL)""; ""Transitional Program of Bilingual Instruction (TPI)""; ""Maintenance""; ""Submersion"" 327 $a""Submersion Versus Immersion""""Immersion""; ""Structured English Immersion (SEI)""; ""Integrated""; ""Enrichment""; ""Newcomer Programs""; ""Bilingual Whole Language and Beyond""; ""Chapter 3 - Perspectives in Constructivism""; ""Overview of Constructivist Perspectives""; ""Cognitive Constructivist Perspective""; ""Social Constructivist Perspective""; ""Guiding Principles for Constructivist Classrooms""; ""Concluding Thoughts""; ""Chapter 4 - Constructivist Practice for English Language Learners""; ""Families and Communities""; ""Instructional Practice in Language Arts"" 327 $a""Instructional Practice in the Content Areas""""Assessment""; ""Summary of Suggested Practice for Constructivist Second Language Classrooms""; ""Chapter 5 - Perspectives in Critical Pedagogy""; ""Critical Pedagogy: A Different Perspective""; ""Critical Pedagogy: Guiding Principles""; ""Identity Formation in Critical Classrooms""; ""Chapter 6 - Constructivist Classroom Connections: The Great Second-Grade Bug Invasion""; ""Guidelines for Practice""; ""Chapter 7 - Constructivist Classroom Connections: Intermediate Newcomers Meet the Universal Chicken""; ""Guidelines for Practice"" 327 $a""Chapter 8 - Critical Classroom Connections: Eighth Graders Face a Fence on the Border""""Concluding Thoughts""; ""Chapter 9 - Toward Critical Constructivist Practice with Second Language Learners""; ""Appendix""; ""Glossary""; ""References""; ""Index"" 330 $aThis book provides guidelines for using constructivist teaching methods with English language learners and includes classroom examples, grade-level connections, and strategies that promote educational equity. 606 $aEnglish language$xStudy and teaching$zUnited States$xForeign speakers 606 $aSecond language acquisition$zUnited States 606 $aLimited English-proficient students$zUnited States 606 $aConstructivism (Education) 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aSecond language acquisition 615 0$aLimited English-proficient students 615 0$aConstructivism (Education) 676 $a428.0071 700 $aReyes$b Sharon Adelman$01480236 702 $aVallone$b Trina Lynn 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797437303321 996 $aConstructivist strategies for teaching English language learners$93696790 997 $aUNINA