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[null,"1.","Record Nr.",null,"UNINA9910814340003321"]
[null,null,"Autore",null,"Gibbons Pauline <1946->"]
[null,null,"Titolo",null,"Bridging discourses in the ESL classroom : students, teachers and researchers / / by Pauline Gibbons"]
[null,null,"Pubbl/distr/stampa",null,"London ; ; New York, : Continuum, c2006"]
[null,null,"ISBN",null,"1-4742-1213-1"]
[{"$nulls":4},"1-282-45248-7"]
[{"$nulls":4},"9786612452482"]
[{"$nulls":4},"1-4411-8055-9"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (329 p.)"]
[null,null,"Disciplina",null,"428.0071"]
[null,null,"Soggetti",null,"English language - Study and teaching - Foreign speakers"]
[{"$nulls":4},"Second language acquisition"]
[{"$nulls":4},"Interdisciplinary approach in education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. 301-317) and index."]
[null,null,"Nota di contenuto",null,"Contents; Chapter 1 'Bridging Discourses' in the ESL classroom: an introduction; Part 1 Language, learning and learners: perspectives across disciplines; Chapter 2 A sociocultural view of language and learning; Chapter 3 Second language learning and teaching; Part 2 Inside two classrooms; Chapter 4 Researching the classroom; Chapter 5 Teaching and learning in two classrooms; Part 3 Discourse contexts for second language development; Chapter 6 Teachers and learners: constructing new meanings; Chapter 7 The teachers: teaching as mediation; Chapter 8 The learners: affordances for learning"]
[{"$nulls":4},"Glossary of systemic functional linguistic termsAppendix: Episode summaries; References; Index; A; B; C; D; E; F; G; H; I; K; L; M; N; O; P; R; S; T; V; W; Y; Z"]
[null,null,null,"Sommario/riassunto","Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in the language classroom. It aims to identify patterns of discourse which enable second language development but also support the learning of curriculum knowledge. These patterns are 'bridging discourses' in that they combine the everyday language used by the student, with the specialised language of the academic register. This book puts forward an innovative new theory of classroom discourse analysis, influenced by the work of Halliday and Vygotsky. It is recommended for academics and "]
[{"$nulls":4},"postgraduat"]