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Handbook of Literacy in Diglossia and in Dialectal Contexts [[electronic resource] ] : Psycholinguistic, Neurolinguistic, and Educational Perspectives / / edited by Elinor Saiegh-Haddad, Lior Laks, Catherine McBride
| Handbook of Literacy in Diglossia and in Dialectal Contexts [[electronic resource] ] : Psycholinguistic, Neurolinguistic, and Educational Perspectives / / edited by Elinor Saiegh-Haddad, Lior Laks, Catherine McBride |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (501 pages) |
| Disciplina | 417.2 |
| Collana | Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education |
| Soggetto topico |
Literacy
Language and languages - Study and teaching Psycholinguistics Language Education Psycholinguistics and Cognitive Lingusitics Dialectologia Sociolingüística Llengua d'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-80072-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface: Bernard Spolsky, Bar-Ilan University, Israel -- Part One: Language and Literacy Acquisition in Diglossic Contexts -- Part Two: Language and Literacy Acquisition in Standard-with-Dialect Contexts -- Part Three: Language and Literacy Acquisition in Multilectal Africa. |
| Record Nr. | UNINA-9910552731203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Language use, education, and professional contexts / / Barbara Lewandowska-Tomaszczyk and Marcin Trojszczak, editors
| Language use, education, and professional contexts / / Barbara Lewandowska-Tomaszczyk and Marcin Trojszczak, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer International Publishing, , [2022] |
| Descrizione fisica | 1 online resource (231 pages) |
| Disciplina | 306.44 |
| Collana | Second Language Learning and Teaching |
| Soggetto topico |
Sociolinguistics
Sociolinguistics - Research Llengua d'ensenyament Llenguatge comercial Sociolingüística |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-96095-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910559400003321 |
| Cham, Switzerland : , : Springer International Publishing, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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On the Self: Discourses of Mental Health and Education [[electronic resource] /] / by Julie Allan, Valerie Harwood
| On the Self: Discourses of Mental Health and Education [[electronic resource] /] / by Julie Allan, Valerie Harwood |
| Autore | Allan Julie |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2022 |
| Descrizione fisica | 1 online resource (332 pages) |
| Disciplina | 016.37 |
| Collana | The Language of Mental Health |
| Soggetto topico |
Personality
Difference (Psychology) Psycholinguistics Educational psychology Counseling Developmental psychology Personality and Differential Psychology Psycholinguistics and Cognitive Lingusitics Educational Psychology Counseling Psychology Child and Adolescence Psychology Personalitat Salut mental Psicologia pedagògica Gramàtica cognitiva Llengua d'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-10996-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction: the psy-self.-Part one: Tell me my self -- Chapter 2. Making strange the history of psychological discourses of the self in education -- Chapter 3. Schooling the (achieving) self -- Chapter 4. Mental disorder in school and the damaged self -- Chapter 5. Wellbeing and happiness -- Part two: Counter-narratives of the self -- Chapter 6. The pleasure(s) of the self -- Chapter 7. The capable self -- Chapter 8. Re-presenting the self -- Chapter 9. Politicising the self -- Chapter 10. Performing the self: counter-narratives in everyday life. |
| Record Nr. | UNINA-9910595030603321 |
Allan Julie
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The role of language in content pedagogy : a framework for teachers' knowledge / / edited by Lay Hoon Seah, Rita Elaine Silver, Mark Charles Baildon
| The role of language in content pedagogy : a framework for teachers' knowledge / / edited by Lay Hoon Seah, Rita Elaine Silver, Mark Charles Baildon |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (249 pages) |
| Disciplina | 016.37 |
| Collana | Studies in Singapore Education: Research, Innovation and Practice |
| Soggetto topico |
Language and education
Llengua d'ensenyament Formació del professorat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-5351-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Contributors -- 1 Introduction to the Volume: Mapping the Language-Related Knowledge Base for Content Teaching -- 1.1 Introduction -- 1.1.1 Background: Language in Learning -- 1.1.2 Teachers' Roles -- 1.2 Language-Related Knowledge Base for Content Teaching (LRKCT) -- 1.2.1 Knowledge of Language (KL) -- 1.2.2 Knowledge About Language (KAL) -- 1.2.3 Knowledge of Students (KS) -- 1.2.4 Pedagogical Knowledge (PK) -- 1.2.5 Mapping LRKCT -- 1.2.6 LRKCT for Content Teaching and the PCK of Language Teachers -- 1.2.7 LRKCT and the PCK of Content Teachers -- 1.3 Overview of the Volume -- 1.3.1 Sociocultural Perspectives -- 1.3.2 Systemic Functional Linguistics -- 1.3.3 Building on the LRKCT Framework -- References -- Part I Studies in Science and TLA -- 2 Unpacking the Language-Related Knowledge Components of Science Teachers Through the Language Awareness Lens -- 2.1 Introduction -- 2.2 Literature Review -- 2.2.1 The Importance and Role of Language-Related Knowledge in Science Teaching -- 2.2.2 The Lens of Teacher Language Awareness -- 2.2.3 The Relevance of TLA to Science Teaching -- 2.3 Research Design -- 2.3.1 Research Context -- 2.3.2 Inquiry Cycle -- 2.3.3 Data Sources -- 2.3.4 Analysis -- 2.3.5 Declarative TLA (dTLA) -- 2.3.6 Procedural TLA (pTLA) -- 2.4 Findings -- 2.4.1 Knowledge About (Scientific) Language (KAL) -- 2.4.2 Knowledge About Students' Language (KS) -- 2.4.3 Procedural Dimension of TLA (pTLA) -- 2.5 Discussion -- References -- 3 Raising Science Teachers' Language Awareness: A Functional Literacy Approach to Teaching Science -- 3.1 Introduction -- 3.2 Literature Review -- 3.2.1 A Functional Literacy Approach to Literacy -- 3.2.2 Teacher Reflections -- 3.3 Methodology -- 3.3.1 Context of Study -- 3.3.2 Teacher Inquiry and Knowledge Building Cycles -- 3.3.3 Analysis of Teacher Reflections -- 3.4 Findings.
3.4.1 Developing Language Awareness in Science Teaching -- 3.4.2 Designing a Communicative Classroom -- 3.4.3 Making the Learning Process Visible -- 3.5 Discussion -- 3.6 Conclusion -- References -- 4 High School Science Teachers Learning to Teach Science Reading Through a Functional Focus on Language: Toward a Grounded Theory of Teacher Learning -- 4.1 Introduction -- 4.2 Science Language and Science Teaching/Learning -- 4.3 Methods -- 4.3.1 Setting -- 4.3.2 Participants -- 4.3.3 Professional Development Program -- 4.3.4 Data Collection -- 4.3.5 Data Analysis -- 4.4 Findings -- 4.4.1 Embracing a New Perspective on Science Language/Reading -- 4.4.2 Learning About Science Language -- 4.4.3 Teaching Science Language -- 4.5 Discussion -- 4.6 Conclusion -- References -- 5 Building Science Teacher Disciplinary Linguistic Knowledge with SFL -- 5.1 Introduction -- 5.2 Theoretical Framework -- 5.2.1 Disciplinary Linguistic Knowledge -- 5.2.2 Systemic Functional Linguistics (SFL) -- 5.2.3 SFL and Teacher's Professional Knowledge Development -- 5.3 Methods and Context -- 5.3.1 School Context -- 5.3.2 Data Collection and Analysis -- 5.4 Findings: Four Stages in Developing Disciplinary Linguistic Knowledge -- 5.4.1 Stage 1: Learning Functional Metalanguage to "See" Classroom Discourse in New Ways -- 5.4.2 Stage 2: Applying Functional Metalanguage to Develop Conscious Knowledge of Official Literacy Practices in High-School Chemistry -- 5.4.3 Stage 3: Applying Functional Metalanguage to Develop Conscious Knowledge of Multilingual Students' Literacy Practices in Chemistry -- 5.4.4 Stage 4: Experimenting with Language-Focused Curriculum Design and Implementation for His Unique Context -- 5.5 Discussion and Reflection on DLK Development -- 5.6 Implications for Science Teacher Education and Professional Development. Appendix A: Excerpt from John's High-School Chemistry Textbook (Hsu et al., 2010) -- Appendix B: Multilingual Student Ly's Writing on Two Periodic Table Worksheets -- Appendix C: John's Application of DLK in the Form of a Functional Language Analysis Worksheet -- References -- 6 From Image-to-Writing: A Teacher's PCK in Supporting Primary School Students in Making Sense of the Specialised Language of Science -- 6.1 Introduction -- 6.2 Language of Science and Its Challenges -- 6.2.1 Technicality -- 6.2.2 Abstraction -- 6.2.3 Information Density -- 6.3 An Image-to-Writing Approach as a Complement to Experiential Science Activities -- 6.3.1 The Learning Stages of Image-to-Writing Approach -- 6.4 Teaching and Learning as Design -- 6.4.1 Meaning-Making Potential of Modes and P-R-C-K -- 6.5 Design of I2W Activity for "Pollination" -- 6.6 Teacher's Role in the Enactment of I2W -- 6.6.1 Mr. N's Orchestration of Modes in the Teaching of Pollination Through I2W Approach -- 6.7 Pedagogical-Representational-Content-Knowledge of Mr. N -- 6.8 Conclusion -- References -- 7 Teachers' Language-Based Knowledge to Support Students' Science Learning -- 7.1 Introduction -- 7.2 Language-Based Knowledge for Teaching Science -- 7.3 Warrants for the RCA to Student Learning -- 7.4 Principles of Representation Construction Pedagogy and Teacher's LRKCT -- 7.4.1 The Approach is Based on a Sequence of Representational Challenges in Topics -- 7.4.2 Representations Are Explicitly Analysed and Refined -- 7.4.3 Consolidation and Extension -- 7.5 Teacher Language-Based Knowledge Required to Enact This Pedagogy -- 7.5.1 Case Study One: Year 10: Atomic Structure and Electron Shells: Isotopes and Half-Lives -- 7.5.2 Teacher LRKCT -- 7.5.3 Case Study Two: Respiration in Year 11 Biology -- 7.5.4 Teacher LRKCT -- 7.6 Conclusions and Implications -- References. Part II Studies in Social Science and TLA -- 8 Beyond the Word Hunt: Teaching the Ways We Construe Causation in History Education -- 8.1 Introduction -- 8.2 Beyond the Word Hunt -- 8.3 SFL in the Classroom -- 8.4 Teaching Causation in US History Classes -- 8.5 Non-conjunctive Forms of Causal Cohesion -- 8.6 Cause Circumstantial Constructions -- 8.7 Causatives -- 8.8 Causal Asyndetic Construction (CACs) -- 8.9 Causal Language, Not Just Signal Words -- 8.10 Classroom Applications -- 8.11 Conclusion -- Appendix: Examples of Language Analysis for History Textbooks -- References -- 9 The Language of Historical Thinking Read-Alouds -- 9.1 The Language of Historical Thinking Read-Alouds -- 9.2 Review of the Literature -- 9.2.1 Role of Language -- 9.2.2 Historical Thinking Read-Alouds -- 9.2.3 Read-Alouds -- 9.2.4 Texts for HTRAs -- 9.2.5 HTRAs and Research Trends -- 9.3 Methods -- 9.3.1 Context -- 9.3.2 Participants -- 9.3.3 Instructional Differences Across Semesters -- 9.3.4 Data Sources -- 9.3.5 Data Analysis -- 9.3.6 Researcher Positioning -- 9.3.7 Limitations -- 9.4 Findings -- 9.4.1 Learning Language Knowledge -- 9.4.2 Demonstrating Language Knowledge -- 9.4.3 Making Mistakes -- 9.4.4 Increasing Critical Talk -- 9.5 Discussion -- 9.6 Conclusion -- References -- 10 The Underground Railroad Doesn't Run Underground: Tackling Metaphors in the Social Studies Classroom -- 10.1 Introduction -- 10.2 Literature Review -- 10.2.1 Pedagogical Language Knowledge (PLK) -- 10.2.2 The Language of Social Studies as Culturally and Linguistically Responsive -- 10.2.3 Systemic Functional Linguistics and Teacher Noticing -- 10.3 Methodology -- 10.4 Findings -- 10.4.1 Missed Linguistic Opportunities -- 10.4.2 Application to Practice -- 10.5 Implications -- References. 11 Thinking and Talking Like a Geographer: Teachers' Use of Dialogic Talk for Engaging Students with Multimodal Data in the Geography Classroom -- 11.1 Introduction -- 11.1.1 Disciplinary Literacy and Knowledge Construction -- 11.1.2 Dialogic Talk and Knowledge Construction -- 11.2 Research Context and Methodology -- 11.3 Findings and Implications for Pedagogy -- 11.3.1 Building Routines for Decoding Multimodal Data -- 11.3.2 Building Routines for Independent Specification of Evidence from Data -- 11.3.3 Recasting Data to Construct Geographical Explanations -- 11.3.4 Increased Engagement and Student Input -- 11.4 Conclusion -- References -- 12 Commentary: What Do We Mean by "Language"? And Other Key Questions Related to Building a Language-Related Knowledge Base for Teachers -- 12.1 What is the Primary Goal of a Language-Related Knowledge Base for Content Teaching? -- 12.1.1 Teach Teachers to Analyze Functional Grammar with Their Students -- 12.1.2 Encourage Teachers to Foster Dialogic Student Discussion -- 12.1.3 Prepare Teachers to Engage Students in Interpreting and Producing Multimodal Representations -- 12.2 What Do We Mean by "Language"? -- 12.3 What Do We Know About the Subject Areas that We Are Focusing on, and What Sources Are We Using to Understand the Nature of Language in Each Discipline? -- 12.4 Who Are Our Students, and What Are They Already Able to Do with Their Linguistic (and Other Semiotic) Resources? -- References. |
| Record Nr. | UNINA-9910629297003321 |
| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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