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Classroom-based Conversation Analytic Research [[electronic resource] ] : Theoretical and Applied Perspectives on Pedagogy / / edited by Silvia Kunitz, Numa Markee, Olcay Sert
Classroom-based Conversation Analytic Research [[electronic resource] ] : Theoretical and Applied Perspectives on Pedagogy / / edited by Silvia Kunitz, Numa Markee, Olcay Sert
Edizione [1st ed. 2021.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021
Descrizione fisica 1 online resource (ix, 426 pages) : illustrations
Disciplina 418.0071
Collana Educational Linguistics
Soggetto topico Language and languages - Study and teaching
Teachers - Training of
Applied linguistics
Learning, Psychology of
Educational tests and measurements
Language Education
Teaching and Teacher Education
Applied Linguistics
Instructional Psychology
Assessment and Testing
Adquisició d'una segona llengua
Llenguatge i llengües
Ensenyament de la llengua
Soggetto genere / forma Llibres electrònics
ISBN 3-030-52193-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Introduction / Silvia Kunitz, Numa Markee, and Olcay Sert -- Section 1: CA research in L2 classrooms -- The intersubjective objectivity of learnables: Theoretical underpinnings of praxeological and dialogical research on opportunities for learning in teacher-student interactivities / Ali Reza Majlesi -- Let me help you: Learning to do and correct public writing in the L2 classroom / Søren W. Eskildsen -- The Triadic Ecology of Correcting Spellings in Computer-Assisted Collaborative Writing / Nigel Musk -- Teachers’ Instruction Sequences in Italian as a Foreign Language Classes: An Ethnomethodological Conversation Analytic Perspective / Numa Markee and Silvia Kunitz -- Section 2: CA research in content-based language classrooms -- Facework and collaborative learning in primary school CLIL classrooms: A multimodal conversation analysis approach to peer interaction / Natalia Evnitskaya -- Multimodal perspective into teachers’ definition practices: Comparing subject-specific language in physics and history lessons / Leila Kääntä -- Teaching target knowledge through interaction in EFL content courses: Tracing sequences of teaching actions / Yo-An Lee -- Section 3: CA research and teacher training -- Transforming CA findings into future L2 teaching practices: Challenges and prospects / Olcay Sert -- Harnessing the power of heteroglossia in teacher talk / Hansun Zhang Waring -- What do you think about this?: Eliciting reflection or prelude to negative assessment? / Younhee Kim and Rita Elaine Silver -- Section 4: CA and assessment -- A micro-analytic investigation into a practice of informal formative assessment in L2 classroom interaction / Nilüfer Can Daşkın -- Firm ground: Conceptualizing and assessing interactional learning targets in second language classrooms / Thorsten Huth -- CA-informed testing: An exploratory intersection of norms / F. Scott Walters -- Conclusions: Two views on the pedagogical applicability of CA findings -- Concluding chapter 1 / Junko Mori -- Concluding chapter 2 / Simona Pekarek Doehler.
Record Nr. UNINA-9910483375503321
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Contemporary Issues in Foreign Language Education : Festschrift in Honour of Anna Michonska-Stadnik / / Malgorzata Baran-Lucarz [and four others], editors
Contemporary Issues in Foreign Language Education : Festschrift in Honour of Anna Michonska-Stadnik / / Malgorzata Baran-Lucarz [and four others], editors
Edizione [First edition.]
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2023]
Descrizione fisica 1 online resource (298 pages)
Disciplina 418.0071
Collana English Language Education Series
Soggetto topico Language and languages - Study and teaching
Second language acquisition
Ensenyament de la llengua
Adquisició d'una segona llengua
Soggetto genere / forma Homenatges
Llibres electrònics
ISBN 9783031286551
9783031286544
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Chapter 1 : Introduction -- Part I: Focus on the teacher  -- Chapter 2: Conflict prevention and management in language education -- Chapter 3: Reflexivity-Becoming: Lessons from reflective tasks -- Chapter 4: Verbal and nonverbal teacher affectivity in an EFL classroom: A pre-service teachers’ perspective -- Chapter 5: Teacher identity (re)construction in the process of EFL teacher education -- Chapter 6: Teacher feedback to writing of secondary school learners of English in the Polish classroom context -- Chapter 7: Exploring teacher engagement on the example of Polish FL teachers -- Chapter 8: The challenge of implementing CLIL in the Polish EFL educational context -- Part II: Focus on the learner  -- Chapter 9: Current issues in FL learning and teaching in the context of the visually impaired learners -- Chapter 10: Fostering learner autonomy and intercultural learning through face-to-face mobility and Virtual Exchange – PluriMobil resources -- Chapter 11: Investigating the link between L2 WtC, learner engagement and selected aspects of the classroom context -- Chapter 12: Dynamic relationships between lexical frequency levels in English L2 writing at secondary school - a learner corpus analysis -- Chapter 13: Empirical verification of the relationship between personality traits and EFL attainments -- Chapter 14: Language anxiety of older adults in an online and in-class EFL course: Results of a pilot study -- Chapter 15: Digital language learning strategies subject to change or not – post pandemic reflections -- Chapter 16: Lights and shadows of studying online: University students’ perspective.s and self-perceived FL attainment.
Record Nr. UNINA-9910720070903321
Cham, Switzerland : , : Springer, , [2023]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Controversies in medium of instruction reform : the experience of Hong Kong / / Shek Kam Tse, Wing-Wah Ki, Mark Shiu Kee Shum
Controversies in medium of instruction reform : the experience of Hong Kong / / Shek Kam Tse, Wing-Wah Ki, Mark Shiu Kee Shum
Autore Xie Xijin
Pubbl/distr/stampa Singapore : , : Springer, , [2021]
Descrizione fisica 1 online resource (331 pages)
Disciplina 370.951
Soggetto topico Educational change - China - Hong Kong
Language and languages - Study and teaching - China - Hong Kong
Language policy - China - Hong Kong
Reforma de l'educació
Ensenyament de la llengua
Política lingüística
Soggetto genere / forma Llibres electrònics
ISBN 981-16-5784-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- Acknowledgements -- Contents -- 1 Introduction -- 1.1 Introduction to the Book and the Chapter -- 1.2 Medium of Instruction Policies in Other Former British Colonies -- 1.2.1 Malaysia -- 1.2.2 Singapore -- 1.2.3 Conclusion of the Section -- 1.3 Status of Chinese and English in the Hong Kong Context -- 1.3.1 Sociopolitical Context -- 1.3.2 Socio-economic Context -- 1.3.3 Sociocultural Context -- 1.4 Theoretical Concepts of Bilingual Education -- 1.4.1 Zone of Proximal Development (ZPD) -- 1.4.2 Benefit of Bilingual Education for Cognitive Growth -- 1.4.3 Threshold Hypothesis -- 1.4.4 BICS and CALP -- 1.4.5 Length of Time for Acquisition of BICS and CALP -- 1.4.6 SUP, CUP and Interdependence Hypothesis -- 1.4.7 Additive and Subtractive Bilingualism -- 1.4.8 Replacive and Preparatory Bilingualism -- 1.4.9 Learner's Motivation, Identity and Inputs -- 1.4.10 Language Acquisition Versus Language Learning -- 1.5 Chapter Conclusion and Structure of the Rest of the Book -- References -- 2 Languages Used in Hong Kong -- 2.1 Introduction -- 2.2 English Language Usage in Hong Kong -- 2.3 Varieties of Chinese Language Used in Hong Kong -- 2.4 Code-Mixing -- 2.4.1 Code-Mixing of Chinese and English -- 2.4.2 Code-Mixing of Modern Standard Chinese and Cantonese -- 2.5 Standardization Challenges in Chinese Language Education and Training -- 2.5.1 Terminologies -- 2.5.2 Character Systems -- 2.5.3 Transliterations After 1997 -- 2.5.4 Standardization of Chinese Input Methods -- 2.5.5 Issues of Genre in Practical Chinese Writing -- 2.6 Conclusion -- References -- 3 Medium of Instruction Policy: Historical Background and the 1998 Reform -- 3.1 Introduction -- 3.2 The Changing Face of the Language Policy in Hong Kong -- 3.2.1 The Eighteenth Century -- 3.2.2 The 1930 to 1960s -- 3.2.3 The 1970s -- 3.2.4 The 1980s -- 3.2.5 The 1990s.
3.2.6 The 2000s -- 3.2.7 Summary -- 3.3 The Calls for Mother-Tongue Education at Different Times -- 3.3.1 Hong Kong Pre-1949 -- 3.3.2 Post-second World War -- 3.3.3 The 1965 White Paper -- 3.3.4 The 1973 Green Paper -- 3.3.5 The 1974 White Paper -- 3.3.6 The 1980s to the 1997 Handover -- 3.3.7 The 1982 Llewellyn Report -- 3.3.8 The Education Commission Reports (ECRs) -- 3.4 Try to Strike a New Balance: Stepping into Being an SAR of China -- 3.4.1 The 1998 Medium of Instruction Reform -- 3.4.2 The Resistance, Achievements and Winding-Down of the Reform -- 3.5 Conclusion -- References -- 4 Transitional Issues in the Implementation of New MOI Policy -- 4.1 Introduction -- 4.2 Teachers' Perception of Mother-Tongue Education -- 4.2.1 The Effects of Mother-Tongue Teaching -- 4.2.2 Parental Opposition -- 4.2.3 Allocation of Extra Resources on English Learning -- 4.2.4 MOI Dilemma at Senior Secondary Levels of CMI Schools -- 4.2.5 The Language Transition Between Junior and Senior Secondary Levels -- 4.2.6 Harnessing the Advantages of Mother-Tongue Education -- 4.2.7 The English Language Proficiency of Students -- 4.3 Difficulties Encountered in Implementing Mother-Tongue Education -- 4.3.1 Language Use -- 4.3.2 Teacher Training -- 4.3.3 Resources Support -- 4.3.4 Teaching Syllabi and Assessment Mechanisms -- 4.4 The CMI Schools' Decision on MOI at Senior Secondary Levels -- 4.4.1 Actual MOI Used at Secondary 4 Level in year 2001-02 -- 4.4.2 Planning the MOI of Secondary 6 in Year 2003-04 -- 4.4.3 Special Feature-Teaching One Subjects with Two MOI -- 4.4.4 Problems Faced by Teachers at the Senior Secondary Level -- 4.4.5 Factors Affecting the Choice of MOI at Senior Secondary Levels -- 4.4.6 Decision Process on the school's Senior Secondary MOI Policy -- 4.5 Conclusions -- References -- 5 Collaborative Support and Facilitation of Change in the Reform.
5.1 Introduction -- 5.2 Five Missions of the Centre -- 5.3 Mission 1: Boosting Teachers' Confidence -- 5.3.1 Overcoming the Problem of Using Chinese on Computers -- 5.3.2 Supporting Teachers to Develop Their Command of Chinese -- 5.3.3 Additional Learning Resources -- 5.4 Mission 2: Advancement in Pedagogy -- 5.4.1 Promoting Good Teaching and Learning Practices in CMI Schools -- 5.4.2 Identifying a Core Theory for Learning in the Centre -- 5.4.3 Collaborative Innovative Learning and Assessment Designs -- 5.5 Advancing Project Learning and Assessment -- 5.6 Study on Classroom Discourse and Space of Learning -- 5.7 Mission 3: Advancing Subject-Specific Genre Awareness -- 5.8 Mission 4: Broadening Horizons -- 5.9 Mission 5: Formation of Collaborative Community -- 5.10 Working Principles -- 5.10.1 Face-To-Face Discussion and Computer Network Sharing -- 5.10.2 Service and Research -- 5.11 Conclusion -- 5.11.1 What a Large-Scale Education Reform Would Demand -- 5.11.2 Why University Centre Could Be Useful Mechanism to Support Reform -- 5.11.3 Government Support for Such a Centre Could not Be Long-Term -- References -- 6 Interlanguage and Subject-Specific Genres -- 6.1 Introduction -- 6.2 Language Interference -- 6.2.1 Interlanguage -- 6.2.2 Second Language (English) Interference -- 6.3 Subject-Specific Genre -- 6.3.1 Research into Subject-Specific Genres -- 6.3.2 Genre Studies in Hong Kong -- 6.4 Conclusion -- References -- 7 Multiple-Case Study at the School Level -- 7.1 Introduction -- 7.2 A Multiple-Case Study of the Experiences of Chinese-Medium Schools -- 7.3 Details of the Sample Schools -- 7.4 Research Findings -- 7.4.1 Reasons of Using CMI Before the Time of the 1998 MOI Reform -- 7.4.2 Strategies Used to Facilitate the Change of Instructional Medium -- 7.4.3 Modes of MOI Used in Senior Secondary Levels.
7.4.4 Effects of CMI on English Language Learning -- 7.4.5 Measures to Enhance English Language Learning -- 7.4.6 Difficulties Encountered During the Transition -- 7.4.7 Benefits of Using the Mother-Tongue as the MOI -- 7.5 Conclusion -- References -- 8 Evidence of Success of the MOI Reform -- 8.1 Introduction -- 8.2 The CMI Centre 2005 Survey -- 8.2.1 Purpose of the Study -- 8.2.2 Methodology -- 8.2.3 Major Findings Related to the MOI Policy -- 8.3 Analyses of Public Examinations Results -- 8.3.1 Subject Learning and Eligibility for Educational Advancement -- 8.3.2 English Language Performance -- 8.4 Longitudinal Study Comparing CMI and EMI School Students -- 8.5 Conclusion -- 8.5.1 Some Highlights About the Findings -- 8.5.2 Seeing the Impact in Context -- 8.5.3 Additional Efforts and Measures at the School Level -- 8.5.4 The Need to Explore Bilingual Education -- References -- 9 Review and "Fine-Tuning" of the MOI Reform Policy -- 9.1 Introduction -- 9.2 Persistent Criticism Against the 1998 MOI Reform -- 9.3 The 2005 EC's Official Review of the MOI Reform -- 9.3.1 Uphold Mother-Tongue Teaching -- 9.3.2 Enhancing English Proficiency Concurrently -- 9.4 Further Intensified Worry About English Standards -- 9.4.1 HKCEE English Language Results -- 9.4.2 HKALE English Language Results -- 9.4.3 Tsang's Study About University Admission -- 9.5 The "Fine-Tuning" of MOI Policy -- 9.5.1 The Objective of the "Fine-Tuning" -- 9.5.2 Framework of the "Fine-Tuning" -- 9.5.3 Unpublicized Reason of "Fine-Tuning": Drop in Student Population -- 9.6 Educators Expressing Resentment Against the Fine-Tuning -- 9.7 Educators Affirming the MOI "Fine-Tuning" as Improvement -- 9.8 Changes at the School Level After the Implementation of "Fine-Tuning" -- 9.8.1 MOI Adopted by Schools at the Junior Secondary Level -- 9.8.2 Class-Based MOI Division.
9.8.3 Subject-Based MOI Division and Other Differentiated Arrangements -- 9.8.4 Impact on Learning When MOI Changed from CMI to EMI -- 9.8.5 Students' Attitude -- 9.9 Subsequent 6-Year Cycles of "Fine-Tuning" Implementation (2010-2022) -- 9.10 Advocacy for CLIL Teacher Development and Translanguaging in EMI Teaching -- 9.11 Conclusion -- References -- 10 Conclusion -- 10.1 Introduction -- 10.2 The Achievements and Limitations of the 1998 MOI Reform -- 10.2.1 Remarkable Achievements in Advancing Teaching and Learning -- 10.2.2 Major Challenges and Efforts Behind Such Achievements -- 10.2.3 Had the MOI Reform Pulled the English Standards of Students Down? -- 10.2.4 CMI/EMI School Bifurcation-A Major Drawback -- 10.2.5 Section Conclusion -- 10.3 The Achievements and Limitations of the 2010 "Fine-Tuning" -- 10.4 Rising Demand on Both English and Chinese Languages Since 1997 -- 10.4.1 The Rising Value of English and the Persistent Fear of Losing It -- 10.4.2 The Rising Importance of Chinese -- 10.5 Diversity, Motivation and Self-determination of Students -- 10.6 Inclusive Versus Exclusive Mind-set in Seeing Relation Between Languages -- 10.7 Making "Additive and Inclusive Bilingualism" an Empowering Goal for Hong Kong -- 10.7.1 Present Teaching and Public Examinations in Chinese and English -- 10.7.2 "Two-Solitude" Bilingualism Versus Additive and Inclusive Bilingualism -- 10.7.3 Language Purism Versus Additive and Inclusive Bilingualism -- 10.7.4 Transitional Bilingualism Versus Additive and Inclusive Bilingualism -- 10.8 Researching Bilingual CLIL Pedagogy in the Hong Kong Specific Context -- 10.9 More Recommendations on Future MOI Policy Development -- 10.9.1 About the Relative Importance of Languages -- 10.9.2 About Language Bifurcation -- 10.9.3 About Bilingual Education Models -- 10.9.4 About Professional Autonomy -- 10.10 Conclusion -- References.
Record Nr. UNINA-9910506399903321
Xie Xijin  
Singapore : , : Springer, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
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Crossing boundaries in researching, understanding, and improving language education : essays in honor of G. Richard Tucker / / edited by Dongbo Zhang, Ryan T. Miller
Crossing boundaries in researching, understanding, and improving language education : essays in honor of G. Richard Tucker / / edited by Dongbo Zhang, Ryan T. Miller
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2023]
Descrizione fisica 1 online resource (369 pages)
Disciplina 060
Collana Educational Linguistics
Soggetto topico Applied linguistics
Llenguatge i llengües
Ensenyament de la llengua
Lingüística aplicada
Soggetto genere / forma Homenatges
Llibres electrònics
ISBN 3-031-24078-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Foreword (R. Donato) -- Foreword (S. Polansky) -- Chapter 1. Boundary crossing in researching, understanding, and improving language education: An introduction and the “Tuckerian Impact” (D. Zhang, R. T. Miller) -- Part I. Language Learning and Development -- Chapter 2. “I Want the Next Experience”: Israeli Adult Native Bilinguals Tell the Story of Their Childhood Bilinguality (D. Dubiner) -- Chapter 3. Boundary crossing from the start: 55 years of second language grammatical gender research in review (D. Walter) -- Chapter 4. Non-expert native speakers’ criteria for evaluating pragmatic productions: Implications for pragmatics learning in L2 Chinese (S. Li, X. Li, Y. Feng and T. Wen) -- Chapter 5. Early home and weekend school support in later Chinese Heritage Language literacy development (H. Zhang, X. Cheng and J. Lin) -- Part II. Teachers and Instructional Processes -- Chapter 6. Crossing the disciplines: State of TESOL teacher education programs in US Universities (M. Hamada and R. T. Miller) -- Chapter 7. Computerized mediation in the instruction and development of L2 pragmatic competence: A dynamic assessment perspective (T. Qin) -- Chapter 8. Writing Development of the Case Analysis Genre: The Importance of Feedback and Negotiated Construction in the Teaching Learning Cycle (M. P. Gomez-Laich, S. Pessoa and A Mahboob) -- Chapter 9. Boundary Crossing: Integrating Visual Arts into Teaching Chinese as a Foreign Language (Y. Liu) -- Part III. Program Innovation, Implementation, and Evaluation -- Chapter 10. Student-Level Variables and Academic Achievement in a Mandarin Dual Language Immersion Program (C. Lü, A. Pace and L. Liu) -- Chapter 11. Evaluating the Chinese Modular Curriculum in Singapore primary schools: Insights from teachers and students (D. Zhang, S. Zhao and X. Sun) -- Chapter 12. Impact of the COVID-19 pandemic on American students’ willingness to study abroad (F. Xiao and K. Nie) -- Chapter 13. Writing as a design art: Crossing boundaries between disciplinarity and rhetoricity in university business programs (R. T. Miller, S. Pessoa and D. Kaufer) -- Part IV. Language-in-Education Planning and Policy -- Chapter 14. EFL Literacy Development in Ethnic and Language Minority Learners: Implications from Tertiary-Level EFL Teaching and Learning in Ethnic Minorities in China (S. (Echo) Ke -- Chapter 15. “In a Foreign Bubble” while in China: Language use among international students during China’s Belt and Road (Y. Wang and W. Diao) -- Chapter 16. When transfer transfers: Applying cross-linguistic reading transfer theory to language of instruction policies in multilingual contexts in low- and middle-income countries (P. R. Nakamura).
Record Nr. UNINA-9910659490503321
Cham, Switzerland : , : Springer, , [2023]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Diversity and Decolonization in French Studies [[electronic resource] ] : New Approaches to Teaching / / edited by Siham Bouamer, Loïc Bourdeau
Diversity and Decolonization in French Studies [[electronic resource] ] : New Approaches to Teaching / / edited by Siham Bouamer, Loïc Bourdeau
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2022
Descrizione fisica 1 online resource (275 pages)
Disciplina 448.0071
Soggetto topico Language and languages - Study and teaching
Education - Curricula
Romance languages
Queer theory
Ethnology
Culture
Language Education
Curriculum Studies
Language Teaching and Learning
Romance Languages
Queer Studies
Regional Cultural Studies
Francès
Ensenyament de la llengua
Ensenyament de llengües estrangeres
Educació inclusiva
Adaptacions curriculars
Justícia social
Descolonització
Condicions socials
Soggetto genere / forma Llibres electrònics
ISBN 9783030953577
3-030-95357-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Chapter 1: Introduction -- Part I: Dismantling the ‘Francophonie’: Language, Race, and Empire -- Chapter 2: Multilingual Texts and Contexts: Inclusive Pedagogies in the French Foreign Language Classroom -- Chapter 3: Unlearning Francophonie: Legacies of Colonialism in French Language Textbooks -- 4: Making the Colonial Present Audible to our Students and Ourselves -- Chapter 5: Racism, Colonialism, and the Limits of Diversity: Analyzing the Francophone “Other” in French Foreign Language Textbooks -- Chapter 6: Blackness and Social Justice in the French Classroom -- Part II: Intersectional French Studies -- 7: Harmful Grammar: Fatphobia and Ableism in First-Year French -- Chapter 8: Language Policy & Change in the Classroom: Teaching the Feminization of Professional Titles -- Chapter 9: Teaching Trans: Examples from an Intermediate French Course -- Chapter 10: Teaching French Feminism from an Intersectional Perspective -- Part III: Beyond the Textbook: New Teaching Strategies -- Chapter 11: De-canonizing Contemporary Culture Courses: Teaching Culture on Twitter -- Chapter 12: Approaching Intersectionality and Renegotiating Power Dynamics Through Podcast Pedagogy -- Chapter 13: Beyond the Book: Multimodality as Anti-Racist Pedagogy -- Chapter 14: Decolonial and Feminist Course Design in the First-year French Curriculum -- Chapter 15: Developing Critical Literacy in the High School French Language Classroom Through the Webcomic ‘Assignée garçon. .
Record Nr. UNINA-9910559387503321
Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2022
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Early language learning policy in the 21st century : an international perspective / / edited by Subhan Zein and Maria R. Coady
Early language learning policy in the 21st century : an international perspective / / edited by Subhan Zein and Maria R. Coady
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2021]
Descrizione fisica 1 online resource (317 pages)
Disciplina 372.65
Collana Language Policy
Soggetto topico Language and education
Language policy
Education and state
Ensenyament de la llengua
Educació primària
Llenguatge i llengües
Soggetto genere / forma Llibres electrònics
ISBN 3-030-76251-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Series Editor Foreword -- Language Policy Book Series: Our Aims and Approach -- Contents -- About the Contributors -- Chapter 1: Introduction to Early Language Learning Policy in the Twenty-First Century -- Early Language Learning Policy: Setting the Scene -- Focus, Rationale and Significance -- Book Overview -- References -- Part I: Providing Access and Strengthening Community -- Chapter 2: Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan -- Introduction -- Historical and Societal Background of the Policy -- Current Primary English Policies -- Issues with Early Language Learning Policies -- English as an Imagined Global Competence-Ambiguous Goal Setting -- The Danger of Making Practical English Part of a High-Stakes, Uniform Accountability System -- Implications -- Conclusion -- References -- Chapter 3: Early Childhood Foreign Language Learning and Teaching in Serbia: A Critical Overview of Language Education Policy and Planning in Varying Historical Contexts -- Introduction -- Serbian Linguistic Ecology and Language Education Policy and Planning -- Language Education Policy, Foreign Language Instruction, and Dominant Language Ideology -- Serbian Foreign Language Education Policy: Overview and Historical Trajectory -- Serbian Language Education Policy in the Twenty-First Century: Reality vs. Vision and Needs -- Conclusions -- References -- Chapter 4: Early Mandarin Chinese Learning and Language-in-Education Policy and Planning in Oceania -- Introduction: Language Diversity of Australia and New Zealand -- Language-in-Education Planning Framework -- Theoretical Debates on Early Language Learning -- Mandarin Language-in-Education Planning in Australia -- Access Policy -- Personnel Policy -- Curriculum Policy -- Community Policy.
Mandarin Language-in-Education Planning in New Zealand -- Access Policy -- Personnel Policy -- Curriculum Policy -- Community Policy -- Common Threads on Early Mandarin Learning in Australia and New Zealand -- Concluding Remarks -- References -- Part II: Redesigning Curriculum and Enhancing Instruction -- Chapter 5: Intercultural Understanding in Early Spanish Language Learning: A Policy Perspective from Queensland, Australia -- Introduction -- Australian National Curriculum: Intercultural Understanding at the Heart of Language Education -- IU and Languages in Australian Early Years Education -- Language Education in Queensland Context -- From Curriculum to Classroom -- Spanish-Speaking Community in Australia -- Early Spanish Language Education in Australia -- Mapping Pedagogical Futures Through Converging Lines of Inquiry -- Conclusion -- References -- Chapter 6: Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives -- Introduction -- History of Arabic in Bangladesh -- Arabic and the Local Linguistic Ecology -- Teaching and Learning of Arabic and Other Foreign Languages -- Arabic in the Education System -- Arabic in Ibtedaye Madrasas -- Curriculum Policy for Arabic -- Discussion and Implications -- Conclusions -- References -- Chapter 7: Early English Language Learning in Tanzania in Relation to Language Policy -- Introduction -- Linguistic Background in Tanzania -- Curriculum Policy -- Language Learning Policies -- Medium of Instruction -- Difficulties Encountered in Early English Learning -- Strategies Adopted for Early English Learning -- Challenges Envisaged Through the 2014 Education and Training Policy -- Implications -- Conclusion -- References -- Part III: Preparing High Quality Teachers -- Chapter 8: Tradition and New Scenarios for Early English Language Learning Policy in Argentina.
Beginning of Early English Language Teaching -- Recent Developments -- Challenges and Possibilities -- Conclusion -- References -- Chapter 9: Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors -- Introduction -- Historical Development of Arabic Language Policy -- Ottoman Empire: 1516-1917 -- The British Mandate: 1917-1948 -- Contemporary Policies -- Arabic Policies and Instruction in Arabic Elementary Schools -- Access Policy -- Curriculum Policy -- Methodology and Materials Policy -- Personnel Policy -- Evaluation Policy -- Resource Policy -- Policy on Teaching Arabic as a Second Language in Elementary Hebrew Schools -- Access Policy -- Curriculum Policy -- Methodology and Materials Policy -- Personnel Policy -- Evaluation Policy -- Resource Policy -- Implications and Conclusion -- References -- Chapter 10: Where Have Personnel Policies on Early English Language Learning Taken Us in Mexico So Far? -- A View of the Mexican Linguistic Context -- Mexican Educational System -- Contemporary Mexican English Language Policies -- Early English Language Learning in Mexico -- Personnel Policies Regarding Early English Language Learning -- Personnel Policy Definition -- Personnel Policies on English Language Learning in Mexican Basic Education -- Conflicting Planning Goal 1: Source of Teachers -- Conflicting Planning Goal 2: Teacher Training -- Conflicting Planning Goal 3: The Reward for Teachers -- Identifying Elements and Interrelations Within the System -- Implication and Conclusions -- References -- Documents Reviewed -- Part IV: Connecting Domains Across Language Policy -- Chapter 11: The Context of Schooling for Early Learners of Spanish in the United States -- Linguistic Ecology of the United States -- Sociohistorical Context of Spanish -- Education for Young Learners of Spanish.
Additive and Subtractive Bilingual Education -- Language Programs for Young Spanish Learners -- Language-in-Education Planning Framework -- US Programs for Young Spanish Learners -- Spanish for Young Learners in Florida -- Florida Language Context -- Policies in Florida for Young Learners of Spanish -- Preschool Language-in-Education Policies in Florida -- Kindergarten Through Grade 2 Language-in-Education Policies in Florida -- Discussion -- Implications -- References -- Chapter 12: Early Mandarin Learning in South America: Present and Future Directions -- Mandarin in Three South American Countries -- Argentina's Language-in-Education Planning and Policy: A Brief Overview -- Mandarin Chinese in Argentina -- Chile's Language-in-Education Policy and Planning: A Brief Overview -- Chinese, the Language of the Twenty-First Century -- Paraguay's Language-in-Education Policy and Planning: A Brief Overview -- Chinese Diaspora and Community-Driven Mandarin Learning -- Conclusion -- References -- Chapter 13: German Teaching and Learning in Early Years and Primary Schools in the UK -- Policy for Early German Learning in UK -- England -- Wales -- Northern Ireland -- Scotland -- Discussion: Early German Learning Across the UK -- Access Policy -- Community Policy -- Resources and Materials Policy -- Curriculum Policy -- Methodology Policy -- Personnel Policy -- Evaluation Policy -- Conclusions and Recommendations -- References -- Part V: Conclusion -- Chapter 14: Language Policy for Starting Early, Reflections and Considerations -- The Implementation Dilemma -- Centuries and Attitudes -- The State of Things -- Framework: LP = A3 × P4 > -- G6 -- Three Authorisations -- Four Modes of Participation -- Six Goals -- Conclusion -- References -- Correction to: Where Have Personnel Policies on Early English Language Learning Taken Us in Mexico So Far?.
Correction to: Chapter 10 in: S. Zein, M. R. Coady (eds.), Early Language Learning Policy in the 21st Century, Language Policy 26, https://doi.org/10.1007/978-3-030-76251-3_10 -- Index.
Record Nr. UNINA-9910733712903321
Cham, Switzerland : , : Springer, , [2021]
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English as the Medium of Instruction in Turkish Higher Education [[electronic resource] ] : Policy, Practice and Progress / / edited by Yasemin Kirkgöz, Ali Karakaş
English as the Medium of Instruction in Turkish Higher Education [[electronic resource] ] : Policy, Practice and Progress / / edited by Yasemin Kirkgöz, Ali Karakaş
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022
Descrizione fisica 1 online resource (313 pages)
Disciplina 428.0071
Collana Multilingual Education
Soggetto topico Education and state
Language and languages - Study and teaching
Education, Higher
Learning, Psychology of
Educational Policy and Politics
Language Education
Higher Education
Instructional Theory
Ensenyament de la llengua
Psicologia de l'aprenentatge
Soggetto genere / forma Llibres electrònics
ISBN 3-030-88597-6
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part I: English-Medium Instruction (EMI) Policy at the Macro Level in Context -- Chapter 1. Academic English Language Policies and Practices of English-Medium Instruction Universities in Turkey from Policy Actors’ Eyes -- Chapter 2. English-Medium Instruction in Northern Cyprus: Problems, Possibilities, and Prospects -- Chapter 3. Reflections on English-Medium Instruction in Turkish Higher Education Institutions, Educational Quality and Insights from International Experience -- Chapter 4. Internationalization, Mobility and English-Medium Instruction in the Context of Turkish Higher Education -- Chapter 5. Stakeholder Perspectives on the Use of English-Medium Instruction (EMI) in Turkish Universities -- Part II: Focus on Teaching Through English Medium Instruction (EMI) -- Chapter 6. Multi-level EMI Policy Implementation in Turkey’s Higher Education: Navigating Ideological Tensions -- Chapter 7. Turkish Undergraduates’ Perspectives on EMI: A Framework Induced Analysis of Policies and Processes -- Chapter 8. Content and Language in EMI Assessment Practices: Challenges and Beliefs at an Engineering Faculty in Turkey -- Chapter 9. A Closer Look at the Doctoral Writing Practices in an English-Medium Instruction University in Turkey -- Chapter 10. Training Language Teachers for English-Medium Instruction (EMI) Contexts Through the Use of Augmented Reality -- Part III Focus on Learning Through English Medium Instruction -- Chapter 11. Questioning the Metacognitive Reading Strategies in an English-Medium Instruction (EMI) Setting -- Chapter 12. Exploring the Functions of Okay as a Discourse Marker in an English-Medium Instruction Class -- Chapter 13. Why Student Retention Matters for Turkish EMI Universities? -- Part IV Directions for English-Medium Instruction in Turkey -- Chapter 14. The EMI Quality Management Program: A Novel Solution Model -- Chapter 15. Review and Final Thoughts: The Future of English-Medium Instruction in Turkey.
Record Nr. UNINA-9910547294403321
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022
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English Language Program Administration [[electronic resource] ] : Leadership and Management in the 21st Century / / edited by MaryAnn Christison, Fredricka L. Stoller
English Language Program Administration [[electronic resource] ] : Leadership and Management in the 21st Century / / edited by MaryAnn Christison, Fredricka L. Stoller
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023
Descrizione fisica 1 online resource (305 pages)
Disciplina 929.374
Collana Educational Linguistics
Soggetto topico Language and languages—Study and teaching
Applied linguistics
School management and organization
School administration
Education and state
Language Education
Applied Linguistics
Organization and Leadership
Education Policy
Anglès
Ensenyament de la llengua
Gestió
Soggetto genere / forma Llibres electrònics
Soggetto non controllato English Language
Language Arts & Disciplines
ISBN 3-031-28601-4
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto 1. Introduction -- Part I. Fundamentals of Language-Program Administration -- 2. Making the Transition: From Language Teacher to Program Administrator -- 3. Perceptions of Language Program Administrators’ Most Important Responsibilities -- 4. Language Programs in Diverse Contexts: Voices of Language-Program Administrators -- Part II. Leadership in Language Programs -- 5. Becoming Strategic -- 6. Taking the Lead to Promote Innovation -- 7. The Promoter of Quality -- 8. Leading Language Programs with Intercultural Competence -- 9. Making Decisions: Navigating Challenges and Managing Crises -- 10. Engaging, Energizing, and Empowering Faculty -- 11. Advocating for Students and Language Programs -- Part III. Management in Language Programs -- 12. Communication Strategies for Effective Language-Program Administration -- 13. Personnel Matters: Revisited -- 14. Managing Technology: Feet on the Ground, Head in the Cloud -- 15. Managing Resources and Financial Planning -- 16. Managing Time -- Part IV. Best Practices in Language-Program Administration -- 17. Best Practices Based on 360+ Years of Administrative Experience.
Record Nr. UNINA-9910728393303321
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023
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Essential English grammar and communication strategies : intermediate level / / Adrian Wallwork
Essential English grammar and communication strategies : intermediate level / / Adrian Wallwork
Autore Wallwork Adrian
Pubbl/distr/stampa Cham, Switzerland : , : Springer International Publishing, , [2022]
Descrizione fisica 1 online resource (183 pages)
Disciplina 428.2
Collana English for Academic Research
Soggetto topico English language - Grammar
English language
Anglès
Ensenyament de la llengua
Gramàtica
Soggetto genere / forma Llibres electrònics
ISBN 9783030956127
9783030956110
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910580158803321
Wallwork Adrian  
Cham, Switzerland : , : Springer International Publishing, , [2022]
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Lo trovi qui: Univ. Federico II
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Expanding global horizons through technology enhanced language learning / / edited by Yun Wen [and seven others]
Expanding global horizons through technology enhanced language learning / / edited by Yun Wen [and seven others]
Pubbl/distr/stampa Singapore : , : Springer, , [2021]
Descrizione fisica 1 online resource (229 pages)
Disciplina 343.7309944
Collana Lecture Notes in Educational Technology
Soggetto topico Educational technology
Language Education
Language Teaching
Tecnologia educativa
Ensenyament de la llengua
Soggetto genere / forma Llibres electrònics
ISBN 981-15-7579-7
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Preface -- Chairs/Committees -- Contents -- Part I Technology Enhanced Language Learning (TELL) -- 1 Investigating Pupils' Cognitive Engagement in Augmented Reality-Supported Second Language Learning Classrooms -- 1.1 Introduction -- 1.2 Literature Review -- 1.2.1 AR-Enhanced Active Chinese Character Learning -- 1.2.2 Cognitive Engagement -- 1.3 Methodology -- 1.3.1 Participants -- 1.3.2 Activity Design -- 1.3.3 Data Sources and Analyses -- 1.4 Findings -- 1.4.1 Learning Process -- 1.4.2 Students' and Teachers' Perceptions -- 1.5 Discussion and Conclusion -- References -- 2 A Glimpse of Pedagogical Impacts of Social Media: Mirror, Mirror on the Wall, Who Is the Fairest of Them All? -- 2.1 Introduction -- 2.2 Social Media as a Way of Life -- 2.3 Methodology -- 2.3.1 Scope of the Research and the Subjects -- 2.3.2 Questionnaire Design -- 2.4 Results and Discussion -- 2.4.1 Questionnaire Results and Analysis -- 2.4.2 Qualitative Discussion and Suggestions for Future Research -- 2.5 Conclusion -- Appendix 1 -- References -- 3 Creating an Interactive Virtual Environment for Promoting Tourism English -- 3.1 Introduction -- 3.2 Literature Review -- 3.2.1 Constructive Learning -- 3.2.2 Virtual Technology -- 3.2.3 Project Design -- 3.2.4 Virtual Constructive Project -- 3.3 Research Method -- 3.3.1 Research Participants -- 3.3.2 Research Procedures -- 3.3.3 Research Instruments -- 3.4 Results and Discussion -- 3.5 Conclusion -- References -- 4 A Review of Literature to Understand Student's Perceptions Regarding Online Assessments -- 4.1 Introduction -- 4.2 Method -- 4.2.1 Data Collection Process -- 4.2.2 Data Distribution -- 4.2.3 Data Analysis Process -- 4.3 Results and Discussion -- 4.3.1 Positive Attitudes Towards Online Assessments -- 4.3.2 Negative Attitudes Towards Online Assessments -- 4.3.3 Impact of Online Assessments on Learning.
4.3.4 Cheating and Plagiarism in Online Assessments -- 4.3.5 Summary of the Research Results -- 4.4 Conclusion -- 4.4.1 Suggestions Towards Research Questions for Future Studies -- 4.4.2 Suggestions Towards Implementation for Future Studies -- Appendix 1 -- References -- 5 An Investigation into Virtual Immersion Mandarin Chinese Writing Instruction with Student with Autism -- 5.1 Introduction -- 5.2 Purpose of the Study and Questions -- 5.3 Literature Review -- 5.3.1 Virtual Immersion Instruction for People with Disabilities -- 5.3.2 Language Learning for People with ASD -- 5.4 Methodology -- 5.4.1 Design of the Research -- 5.5 Participant -- 5.6 Instruments -- 5.6.1 Second Life -- 5.6.2 Mind Map -- 5.6.3 Questionnaires -- 5.7 Data Collection -- 5.8 Results -- 5.9 Summary of the Mandarin Chinese Writing Attitude Questionnaire -- 5.10 Summary of the Mandarin Chinese Learning Attitude Questionnaire -- 5.11 Summary of the 3D Virtual Reality Learning Attitude Questionnaire -- 5.12 Discussion -- 5.13 Limitations and Recommendations -- Appendices -- Appendix 1. Parent Consent Form -- Appendix 2. Detail Lesson Plans for the Writing Activities (TWI and VIWI) -- Appendix 3. One-Month Gap Lessons Overview -- Appendix 4. Mandarin Chinese Writing Attitude Questionnaire -- Appendix 5. Mandarin Chinese Learning Attitude Questionnaire -- Appendix 6. 3D Virtual Reality Learning Attitude Questionnaire -- Appendix 7. Writing Rubric -- Appendix 8. Lesson Transcripts: Describe the Kitchen (TWI and VIWI) -- Appendix 9. Going to Convenience Store -- Appendix 10. Comparisons Between Different Transportations -- References -- 6 Exploring the Possibility of Using a Humanoid Robot as a Tutor and Oral Test Proctor in Chinese as a Foreign Language -- 6.1 Introduction -- 6.2 Related Work -- 6.2.1 Robot-Assisted Language Learning -- 6.2.2 RALL for Undergraduates or Adults.
6.2.3 The Design of the RALL System -- 6.2.4 The RoboHoN Humanoid Robot -- 6.3 Test Design -- 6.4 Preliminary Experiment -- 6.4.1 Experimental Setup -- 6.5 Methodology -- 6.5.1 Participants -- 6.5.2 Limitations -- 6.5.3 Analysis -- 6.5.4 User Comments -- 6.6 Observations from Recordings -- 6.6.1 Interaction Between Student and Robot -- 6.6.2 Interaction Between Students -- 6.6.3 Student Answering Process and Automatic Speech Recognition -- 6.6.4 Student Answering Strategies -- 6.7 Discussion -- 6.8 Conclusions and Future Work -- References -- 7 The Relationship Between Self-Determination and English Language Acquisition: A Case Study of Human Determination, Self-Efficacy, & -- Success -- 7.1 Literature Review -- 7.2 Psychological Self-Determination and Motivation Moderators and Mediators -- 7.3 The Affective Filter in Language Acquisition -- 7.4 Method -- 7.5 Discussion -- 7.6 Limitations -- 7.7 Future Research -- 7.8 Conclusion -- References -- 8 Designing HAYA! ABC: Utilizing Transmedia Storytelling to Teach English to K-12 Online Arab ELLs-A Framework for Encouraging Online and Offline L2 Participation -- 8.1 Introduction -- 8.2 Method -- 8.2.1 Descriptors -- 8.2.2 Rationale -- 8.2.3 Procedures -- 8.2.4 Criteria -- 8.3 Literature Review -- 8.3.1 Comprehensible Input Hypothesis -- 8.3.2 Traditional Storytelling and Language Learning -- 8.3.3 Storytelling as an Ancient Staple of Arabic Culture -- 8.3.4 Transmedia Storytelling and Engagement -- 8.3.5 Transmedia Storytelling and Language Learning -- 8.3.6 Nation and Macalister's (2010) Language Curriculum Design -- 8.4 Discussion -- 8.5 Conclusion -- References -- 9 A Preliminary Study of Pre-Service Teachers' Development and Reflections on Online Teaching -- 9.1 Introduction -- 9.2 Research Methods -- 9.2.1 Participants -- 9.2.2 Research Design -- 9.2.3 Questionnaire and Data Collection.
9.3 Results -- 9.3.1 Growth from Training Courses -- 9.3.2 Difficulties in the Training Process for Pre-service Teachers -- 9.3.3 Difficulties and Solutions During Class -- 9.3.4 Benefits of Training Courses -- 9.3.5 Differences Between Training Courses and Current Positions -- 9.3.6 Suggestion from In-service Online Teachers on Training Courses -- 9.4 Discussion and Conclusion -- 9.4.1 Discussion -- 9.5 Conclusions -- References -- Part II Critical Thinking -- 10 Effective Feedback Strategies that Promote Critical Thinking Skills in Online Learning Environments: An Online Assessment Learning Perspective -- 10.1 Introduction -- 10.1.1 Definition of Feedback -- 10.1.2 Technology Affordances and Feedback -- 10.1.3 Language of Feedback -- 10.2 Conclusion -- References -- 11 Is Computational Thinking Critical Thinking? -- 11.1 Introduction -- 11.2 Defining CompT and CritT -- 11.3 The Relationship Between CompT and CritT -- 11.4 The Application of CritT to the Practice of CompT -- 11.4.1 Technological Solutionism -- 11.4.2 Encapsulation and Information Hiding -- 11.4.3 Optimization -- 11.4.4 Abstraction -- 11.4.5 Quantification -- 11.4.6 Iteration -- 11.5 The Lessons of CritT for the Discipline of CompT -- 11.5.1 Questions of Generalizability -- 11.5.2 The Need for Empirical Research -- 11.6 Conclusions -- References -- 12 Using Holistic Design and Technology to Stimulate Critical Thinking in Mathematical Modeling -- 12.1 Introduction: Critical Thinking Defined -- 12.2 A Rationale for Critical Thinking -- 12.3 Using Holistic Design to Promote Critical Thinking in Mathematics Modeling -- 12.4 Compound Interest Formula -- 12.5 Combining Holistic Design with Technology to Stimulate Critical Thinking in Mathematics Modeling -- 12.6 Conclusion -- References -- 13 Multimedia in Teacher-Directed and Student-Centered Mathematics Classrooms -- 13.1 Introduction.
13.2 Methods -- 13.3 Instructional Practices and Multimedia Defined -- 13.3.1 Teacher-Directed Instruction -- 13.3.2 Student-Centered Instruction -- 13.3.3 Multimedia -- 13.4 Theoretical Framework -- 13.4.1 Learning Framework -- 13.4.2 Teacher-Directed and Student-Centered Framework -- 13.4.3 Multimedia Theories -- 13.4.4 Language Learning and Critical Thinking Theories -- 13.5 Use of Multimedia -- 13.5.1 Types of Multimedia -- 13.5.2 Multimedia with Teacher-Directed Instruction -- 13.5.3 Developing Mathematics Language -- 13.5.4 Multimedia with Student-Centered Instruction -- 13.5.5 Developing Critical Thinking Skills -- 13.6 Strategies for Use of Multimedia -- 13.6.1 Development of Mathematics Language -- 13.6.2 Development of Critical Thinking Skills -- 13.7 Conclusion and Recommendations -- References.
Record Nr. UNINA-9910485591903321
Singapore : , : Springer, , [2021]
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