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Activating linguistic and cultural diversity in the language classroom / / Enrica Piccardo [and three others], editors
| Activating linguistic and cultural diversity in the language classroom / / Enrica Piccardo [and three others], editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (327 pages) |
| Disciplina | 418.0071 |
| Collana | Educational linguistics |
| Soggetto topico |
Language and languages - Study and teaching
Multicultural education Multilingual education Llenguatge i llengües Educació intercultural Ensenyament multilingüe |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-87124-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910558500303321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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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 | ||
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A companion to ancient Near Eastern languages / / edited by Rebecca Hasselbach-Andee
| A companion to ancient Near Eastern languages / / edited by Rebecca Hasselbach-Andee |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Hoboken, NJ : , : Wiley Blackwell, , 2020 |
| Descrizione fisica | 1 online resource (563 pages) |
| Disciplina | 409.394 |
| Collana | Blackwell Companions to the Ancient World |
| Soggetto topico |
Llengües mortes
Llenguatge i llengües Història Extinct languages - Middle East Extinct languages - Iraq Extinct languages - Egypt Extinct languages - Aksum (Kingdom) Extinct languages Language and languages Langues mortes - Moyen-Orient Langues mortes - Irak Égyptien ancien (langue) Langues mortes - Aksoum (Royaume) |
| Soggetto genere / forma |
Llibres electrònics
History |
| ISBN |
1-119-19389-3
1-119-19380-X 1-119-19381-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Writing systems: 1. The Decipherment of Ancient Near Eastern Languages / Peter T. Daniels -- 2. The Emergence of Cuneiform Writing / Christopher Woods -- 3. The Development of Egyptian Writing in the fourth and early third millennium BCE / Ludwig Morenz -- 4. The Emergence of Alphabetic Scripts / Christopher Rollston -- Part II: Ancient Near Eastern Languages: 5. Sumerian / Piotr Michalowski -- 6. Egyptian / Matthias Müller -- 7. Akkadian / Rebecca Hasselbach-Andee -- 8. Eblaite / Amalia Catagnoti -- 9. Elamite / Jan Tavernier -- 10. Amorite / Viktor Golinets -- 11. Hurrian / Dennis R.M. Campbell -- 12. Hittite / Ilya Yakubovich -- 13. Luwian / Craig Melchert -- 14. Ugaritic / Robert Hawley -- 15. Pre- and Post-Exilic Hebrew / Seth Sanders -- 16. Phoenician / Françoise Briquel Chatonnet -- 17. Old and Imperial Aramaic / Christian Stadel -- 18. Ancient South Arabian / Peter Stein -- Part III: Ancient Near Eastern Languages used as administrative languages or linguae francae: 19. Akkadian as a Lingua Franca / Juan-Pablo Vita -- 20. Aramaic as Lingua Franca / Margaretha Folmer -- Part IV: Language Contact in the Ancient Near East: 21. Sumerian and Akkadian Language Contact / C. Jay Crisostomo -- 22. Language contact of Ancient Egyptian with Semitic and other Near Eastern Languages / Thomas Schneider -- 23. Hebrew and Aramaic in Contact / Aaron Koller -- 24. Multilingualism and Diglossia in the Ancient Near East / Rebecca Hasselbach-Andee -- Part V: The development of literary languages and literary contact: 25. Standard Babylonian / Christian W. Hess -- 26. Standardization in Egyptian / Antonio Loprieno -- 27. The "Influence" of Sumerian on Hittite Literature / Mark Weeden -- 28. Ancient Near Eastern Literary Influences on Hebrew Literature and the Hebrew Bible / Michael Wingert |
| Record Nr. | UNINA-9910554837403321 |
| Hoboken, NJ : , : Wiley Blackwell, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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A companion to the philosophy of language . Volume 1 / / edited by Bob Hale, Crispin Wright and Alexander Miller
| A companion to the philosophy of language . Volume 1 / / edited by Bob Hale, Crispin Wright and Alexander Miller |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Chichester, West Sussex, England : , : Wiley Blackwell, , 2017 |
| Descrizione fisica | 1 online resource (1,175 pages) : illustrations |
| Disciplina | 149.94 |
| Collana |
Blackwell Companions to Philosophy
THEi Wiley ebooks |
| Soggetto topico |
Language and languages - Philosophy
Llenguatge i llengües Filosofia analítica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
1-118-97210-4
1-118-97209-0 |
| Classificazione |
149/.94
801.01 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910810100403321 |
| Chichester, West Sussex, England : , : Wiley Blackwell, , 2017 | ||
| 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 | ||
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Domains and directions in the development of TBLT : a decade of plenaries from the International Conference / / edited by Martin Bygate, University of Lancaster
| Domains and directions in the development of TBLT : a decade of plenaries from the International Conference / / edited by Martin Bygate, University of Lancaster |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2015] |
| Descrizione fisica | 1 online resource (349 p.) |
| Disciplina | 418.0071 |
| Collana | Task-Based Language Teaching |
| Soggetto topico |
Language and languages - Study and teaching - Methodology
Second language acquisition Task analysis in education Adquisició d'una segona llengua Llenguatge i llengües |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 90-272-6782-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Domains and Directions in the Development of TBLT; Editorial page; Title page; LCC data; Table of contents; Introduction; The DNA of TBLT; The fundamental challenge to the TBLT project; The organisation of the volume; Acknowledgments; References; TBLT; TBLT: Definition and rationale; TBLT's consistency with research findings on ISLA; TBLT: A brief primer; Task-based needs analysis; Task syllabus design; Production of task-based materials; Methodology and pedagogy; Task-based, criterion-referenced performance testing; Program evaluation; Does TBLT have a future?; Building the road as we travel
Task-based interactions online: What the research base tells teachersCognitive complexity in technology-mediated tasks: An opening agenda; Widening the scope: Beyond online translations of traditional tasks; Technology-mediated tasks at their best: Some examples; Traditional tasks reinvigorated by technological innovation and virtual excitement; New tasks deriving from new mobile and social technologies; When technology and tasks meet: Towards technology-mediated TBLT; The challenge of authenticity in technology-mediated TBLT; Multifaceted motivation in technology-mediated TBLT Concluding remarksReferences; The Cognition Hypothesis, second language task demands and the SSARC model of pedagogic task sequencing; Introduction; Syllabus design; Mapping pedagogic task design to real-world task demands; Situating and distributing task cognition; The Cognition Hypothesis; Task Sequencing Principle 1; Task Sequencing Principle 2; The SSARC model; The Triadic Componential Framework for task classification and sequencing; Task Complexity; Task Complexity and task sequencing; Task Conditions; Task Difficulty; Mapping Task Complexity/Condition-Task Difficulty interactions Cognitive abilities and Task ComplexityBroad summary of potentials for Task Complexity-Task Difficulty interactions; Affective factors and Task Conditions; The Cognition Hypothesis and the Trade-Off Hypothesis; Summary and Conclusions; Reference; Limited Attention Capacity and Cognition; Introduction; The Limited Attention Capacity (LAC) Hypothesis: Underlying principles; Evidence and theory; Task research and the Levelt Model: General outline; Conceptualiser Influences; Formulator influences: Lemma retrieval; Formulator influences: Syntactic encoding; The Cognition Hypothesis Contrasts between the approaches |
| Record Nr. | UNINA-9910797893403321 |
| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Domains and directions in the development of TBLT : a decade of plenaries from the International Conference / / edited by Martin Bygate, University of Lancaster
| Domains and directions in the development of TBLT : a decade of plenaries from the International Conference / / edited by Martin Bygate, University of Lancaster |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2015] |
| Descrizione fisica | 1 online resource (349 p.) |
| Disciplina | 418.0071 |
| Collana | Task-Based Language Teaching |
| Soggetto topico |
Language and languages - Study and teaching - Methodology
Second language acquisition Task analysis in education Adquisició d'una segona llengua Llenguatge i llengües |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 90-272-6782-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Domains and Directions in the Development of TBLT; Editorial page; Title page; LCC data; Table of contents; Introduction; The DNA of TBLT; The fundamental challenge to the TBLT project; The organisation of the volume; Acknowledgments; References; TBLT; TBLT: Definition and rationale; TBLT's consistency with research findings on ISLA; TBLT: A brief primer; Task-based needs analysis; Task syllabus design; Production of task-based materials; Methodology and pedagogy; Task-based, criterion-referenced performance testing; Program evaluation; Does TBLT have a future?; Building the road as we travel
Task-based interactions online: What the research base tells teachersCognitive complexity in technology-mediated tasks: An opening agenda; Widening the scope: Beyond online translations of traditional tasks; Technology-mediated tasks at their best: Some examples; Traditional tasks reinvigorated by technological innovation and virtual excitement; New tasks deriving from new mobile and social technologies; When technology and tasks meet: Towards technology-mediated TBLT; The challenge of authenticity in technology-mediated TBLT; Multifaceted motivation in technology-mediated TBLT Concluding remarksReferences; The Cognition Hypothesis, second language task demands and the SSARC model of pedagogic task sequencing; Introduction; Syllabus design; Mapping pedagogic task design to real-world task demands; Situating and distributing task cognition; The Cognition Hypothesis; Task Sequencing Principle 1; Task Sequencing Principle 2; The SSARC model; The Triadic Componential Framework for task classification and sequencing; Task Complexity; Task Complexity and task sequencing; Task Conditions; Task Difficulty; Mapping Task Complexity/Condition-Task Difficulty interactions Cognitive abilities and Task ComplexityBroad summary of potentials for Task Complexity-Task Difficulty interactions; Affective factors and Task Conditions; The Cognition Hypothesis and the Trade-Off Hypothesis; Summary and Conclusions; Reference; Limited Attention Capacity and Cognition; Introduction; The Limited Attention Capacity (LAC) Hypothesis: Underlying principles; Evidence and theory; Task research and the Levelt Model: General outline; Conceptualiser Influences; Formulator influences: Lemma retrieval; Formulator influences: Syntactic encoding; The Cognition Hypothesis Contrasts between the approaches |
| Record Nr. | UNINA-9910812716403321 |
| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Dominant language constellations approach in education and language acquisition / / Larissa Aronin, Eva Vetter, editors
| Dominant language constellations approach in education and language acquisition / / Larissa Aronin, Eva Vetter, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (244 pages) |
| Disciplina | 370.1175 |
| Collana | Educational linguistics |
| Soggetto topico |
Multilingual education
Ensenyament multilingüe Llenguatge i llengües |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-70769-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgment -- Contents -- About the Editors -- Contributors -- Literacy Learning and Language Education: Dominant Language Constellations and Contemporary Multilingualism -- 1 A Flatter, More Multilingual World -- 2 Language Consequences -- 3 National Monolingualism and Globalized Multilingualism -- 4 Language and Nationalism, and Incipient Language Rights -- 5 Enter the DLC -- 6 Literacy and DLC -- 7 About this Volume -- 8 A World of Contours -- References -- Part I: Dominant Language Constellations in Language Education Policy and School Practices -- Dominant Language Constellations in Education: Patterns and Visualisations -- 1 Introduction -- 2 Dominant Language Constellation as a Pattern -- 2.1 Patterns in Research -- 2.2 DLCs as Patterns of Language Use, Acquisition, and Educational Practices -- How Do Dominant Language Constellations Manifest their Patterned Nature? -- Commensurability of DLC Patterns -- 3 DLC Perspective for Education: Aims, Scope, and Studies -- 3.1 Current Research on DLC -- 3.2 Research via Selected Criteria of DLC Constituents -- 3.3 Aims and Priorities of Patterns-Oriented Research in Education -- 4 Modelling and Visualising DLC Patterns for Multilingual Education -- 4.1 What Are Visualisations and How Are they Useful (a) for Research and (b) for Language Learners and Users? -- 4.2 Pattern-Oriented Visualisations of Multilingualism: DLC Maps and DLC 3D Models -- 5 Summary -- References -- Language Education Policy Through a DLC Lens: The Case of Urban Multilingualism -- 1 Introduction -- 2 The Context: Language Education Policy and Urban Multilingualism -- 2.1 Multilingual Vienna -- 2.2 European Language Education Policy -- 3 Schools in Vienna: Three Snapshots from a DLC Perspective -- 3.1 School Websites Between Mono- and Bilingualism -- 3.2 The Principals' Perspective -- 3.3 Practice -- 4 Conclusion.
References -- Promoting Plurilingual Competences in Primary Schools in Barcelona: A Dominant Language Constellation Approach to Teaching and Learning Languages -- 1 Introduction -- 2 Languages in Barcelona: Language Teaching and Language Use -- 3 Plurilingual Connections: A Dominant Language Constellation Approach to Teaching and Learning Languages -- 4 The Pedagogical Approach: The Integrated Plurilingual Approach -- 4.1 Translanguaging as a Pedagogical Strategy for Highlighting Pupils' Own Languages: Translation for Other Learning Contexts (TOLC) and Language Identity Texts (LITs) -- 4.2 Using TOLC and LITs in the Additional Language Classroom -- 5 The Study -- 5.1 The Methodology -- 5.2 The Context and Participants -- 5.3 The Storybook Project -- Session 1 -- Session 2 -- Session 3 -- Session 4 & -- 5 -- Session 6 -- Session 7 -- Session 8 -- Session 9 -- Session 10 -- 6 Results and Discussion -- 6.1 A DLCA Through IPA Affects Motivation and Attitudes Towards Languages and Language Learning -- 6.2 A DLCA Through IPA Affects Academic Performance in Catalan, English and Spanish -- 6.3 Adopting a DLCA to Language Teaching Affects the Teacher's Attitudes Towards Teaching and Learning Languages -- 7 Conclusions -- References -- Family Language Policy and Dominant Language Constellations: A Canadian Perspective -- 1 Introduction -- 2 The Context -- 2.1 The Dominant Language Constellation -- 2.2 Family Language Policy -- 2.3 Linguistic and Educational Landscape in Ontario -- 3 The Study -- 3.1 Methodology and Research Questions -- 3.2 Results: Questionnaire -- 3.3 Results: Follow-Up Interviews -- 4 General Discussion -- 5 Conclusion -- References -- Educational and Career Opportunities for Refugee-Background Adults in Norway: A DLC Perspective -- 1 Introduction -- 2 Background -- 2.1 Language and the Process of Integration. 2.2 Social, Political and Educational Aspects of the Refugee Situation in Norway -- 2.3 The Roles and Status of English in Norway -- 2.4 Dominant Language Constellation as a Research Paradigm -- 3 Methods -- 3.1 Research Question -- 3.2 Sources of Data -- 4 Results -- 4.1 Majority Communal DLC in Norway -- Websites Serving Refugees -- Languages in Education -- Languages Needed for Employment -- Summary -- 4.2 Actual and Imagined DLCs of Refugees to Norway -- 5 Discussion and Conclusion -- References -- Part II: Dominant Language Constellations in Teacher Training -- Embracing Multilingualism in Teaching Practicum in Finland? DLC as a Tool for Uncovering Individual and Institutional Multilingualism -- 1 Introduction to the DLC Concept and Context -- 2 Contextual Levels for the Study of DLCs -- 3 Contextual Levels from an Affordances Perspective -- 4 Aim, Material and Method -- 5 Results -- 5.1 Swedish-Medium Bilingual Teacher Training School -- Individual Patterns -- Swedish-Medium School Pattern -- 5.2 Finnish-Medium Bilingual Teaching Practice School -- Individual Patterns -- Finnish-Medium School Pattern -- 6 Discussion -- Appendix 1 -- Individual -- Institutional -- References -- The Dominant Language Constellations of Immigrant Teacher Trainees in Israel: Russian, Hebrew and English -- 1 Introduction: The DLCs of Immigrant Teacher Trainees -- 2 Literature Review -- 2.1 The Constitution and Configuration of Immigrant DLCs -- 2.2 Background Information About Immigrants from the FSU to Israel -- 3 Methods and Procedures -- 4 Findings -- 4.1 Evolving DLCs -- 4.2 Changes Within DLCs, Cultural Adjustment -- 4.3 DLCs and Patterns of Socialization -- 4.4 Cognitive Changes in Immigrants' DLCs -- 4.5 Individuals' Changing DLCs and Their Sense of Identity -- 5 Discussion -- 6 Conclusion -- Appendix -- Questionnaire -- References. Part III: Dominant Language Constellations and Identity Through Narratives and Visualizations -- Exploring Identities and Life Stories of Multilingual Transnational Couples Through the Lens of Multilinguality and Dominant Language Constellations -- 1 Introduction -- 2 Background -- 2.1 Multilingual Families -- 2.2 Multilingualism, Transnationality, and Identity -- 2.3 Multilinguality and Dominant Language Constellations -- 2.4 Research Objectives -- 3 Methodology -- 3.1 Autobiographic Narratives -- 3.2 Data Sources -- 3.3 Participants -- 3.4 Data Analysis -- 4 Findings -- 4.1 Complexity and Variation Within Individual and Family DLCs -- Zonja and Barke -- Gabriela and Matias -- Hermione and Ole -- Laura and Jean-Paul -- Johanna and Robert -- 4.2 Fluctuation and Self-Balance -- Zonja and Barke -- Gabriela and Matias -- Hermione and Ole -- Laura and Jean-Paul -- Johanna and Robert -- 4.3 Identity Construction -- Zonja and Barke -- Gabriela and Matias -- Hermione and Ole -- Laura and Jean-Paul -- Johanna and Robert -- 5 Discussion and Conclusion -- Appendices -- Appendix A: DLC Chart Provided to Participants -- Appendix B: Autobiography Guide -- References -- Understanding Dominant Language Constellations Through Analysis of Visual Linguistic Autobiographies by Foreign Language Student Teachers in Germany -- 1 Introduction -- 2 Multilingual Repertoires and Dominant Language Constellations as Complex and Dynamic Systems: A Theoretical Lens to Analyse Multilingual Biographies -- 3 The Empirical Study -- 3.1 Data Collection: Context and Participants -- 3.2 Visual Linguistic Biographies as Data: Methodology of Data Analysis -- 4 Analysis of Visual Linguistic Autobiographies -- 4.1 Languages Included in the (Potential) Dominant Language Constellation of Spanish Student Teachers. 4.2 Languages Included in the (Potential) Dominant Language Constellation of French Student Teachers -- 4.3 Comparison of Dominant Language Constellations and Discussion of Results -- 5 Synthesis and Perspectives -- References -- Languages as Ways of Being: The Linguistic Biography of a Nordic Nomad -- 1 Introduction -- 2 Languages in My Homeland -- 2.1 Icelandic: The Language I Was Born to -- 2.2 English: The Language of Convenience -- 2.3 Danish: The Language I (Have to) Live with on a Daily Basis -- 2.4 German: The 'Foreign' Language for Me -- 3 The Languages Away from Home -- 3.1 Swedish: The Language of My Second Heart -- 3.2 Norwegian: One More Scandinavian Conquest -- 3.3 Faroese: The 'Sister' Language -- 3.4 Lithuanian: The Language of the Country that Likes Me Back -- 3.5 Greek: The Language of a People with a 'Heart of Hearts' -- 4 Summing Up on My Linguistic Treasure Chest -- Appendix -- Commentary on My Clay Chart. |
| Record Nr. | UNINA-9910490024703321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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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] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The Effects of Bilingualism on Non-Linguistic Cognition [[electronic resource] ] : A Historic Perspective / / by Jennifer Mattschey
| The Effects of Bilingualism on Non-Linguistic Cognition [[electronic resource] ] : A Historic Perspective / / by Jennifer Mattschey |
| Autore | Mattschey Jennifer |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 |
| Descrizione fisica | 1 online resource (136 pages) |
| Disciplina | 929.605 |
| Soggetto topico |
Cognitive psychology
Psycholinguistics Multilingualism Psychology Social sciences—History Language and languages—Study and teaching Science—History Cognitive Psychology Psycholinguistics and Cognitive Lingusitics History of Psychology Language Education History of Science Psicologia cognitiva Psicolingüística Multilingüisme Llenguatge i llengües |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-34681-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction -- 2. Bilingual Education in the Early Twentieth Century -- 3. The Bilingual Problem -- 4. Mid-Twentieth Century: Bilingualism and Intelligence -- 5. Late Twentieth Century: Meta-Linguistics -- 6. The Bilingual Advantage -- 7. Is Bilingualism Good or Bad?. |
| Record Nr. | UNINA-9910734851503321 |
Mattschey Jennifer
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
