Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
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 | ||
| ||
Classroom-based Conversation Analytic Research : Theoretical and Applied Perspectives on Pedagogy / / edited by Silvia Kunitz, Numa Markee, Olcay Sert
| Classroom-based Conversation Analytic Research : 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 | ||
| ||
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 | ||
| ||
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 | ||
| ||
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 | ||
| ||
Diversity Education in the MENA Region : Bridging the Gaps in Language Learning
| Diversity Education in the MENA Region : Bridging the Gaps in Language Learning |
| Autore | Abouabdelkader Hassan |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Palgrave Macmillan, , 2024 |
| Descrizione fisica | 1 online resource (389 pages) |
| Disciplina | 370.1170956 |
| Altri autori (Persone) | TomalinBarry |
| Soggetto topico |
Educació intercultural
Llenguatge i llengües |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-42693-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- References -- Contents -- Notes on Contributors -- Abbreviations -- List of Charts -- List of Figures -- List of Graphs -- List of Tables -- Chapter 1: The Challenge of Diversity Education: Defending the Devil or Adjusting the Clock? -- 1 What Is Diversity Education? How Does It Relate to Language Learning, and What Aspects of Diversity Education Are Concerned? Is It a Real Issue in Language Pedagogy in MENA? -- 2 For Whom Does Diversity Education Bell Ring? -- 3 What Aspects of Diversity Education? -- 4 The Topics of the Book -- 5 Book Organization -- References -- Part I: Diversity Management Education and Language Learning -- Chapter 2: Diversity in Tertiary Language Education -- 1 Introduction -- 2 Diversity and Inclusion in Language Learning -- 2.1 Definition of Diversity, Equity and Inclusion -- 2.2 Diversity -- 2.3 Equity -- 2.4 Inclusion -- 3 How Diversity Can Benefit Student Success -- 4 Diversity and Decolonising the Curriculum -- 4.1 Language Policy -- 4.2 Curricular Policy -- 4.3 Materials -- 4.4 Assessment |
| Record Nr. | UNINA-9910770246203321 |
Abouabdelkader Hassan
|
||
| Cham : , : Palgrave Macmillan, , 2024 | ||
| 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-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 | ||
| ||
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 | ||
| ||
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 | ||
| ||
