Siekmann sabine (35 risultati)

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

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Paperback. Condizione: Brand New. 160 pages. 9.00x6.00x0.50 inches. In Stock.

Condizione: New. This book describes an innovative project in native-language instruction that has wide applicability in second-language classrooms. Although the project it describes was developed in Alaska, the program can serve as a model throughout the world. Editor(s): Marlow, Patrick E. Num Pages: 160 pages, maps. BIC Classification: 1KBBWK; CFDC; CJA. Category: (G) General (US: Trade). Dimension: 229 x 152 x 13. Weight in Grams: 272. . 2013. 3rd Edition. Paperback. . . . .…

Condizione: New. pp. 192.

Condizione: New. In English.

Paperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.

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Condizione: New. pp. 192.

Condizione: As New. Unread book in perfect condition.

Condizione: New. This book describes an innovative project in native-language instruction that has wide applicability in second-language classrooms. Although the project it describes was developed in Alaska, the program can serve as a model throughout the world. Editor(s): Marlow, Patrick E. Num Pages: 160 pages, maps. BIC Classification: 1KBBWK; CFDC; CJA. Category: (G) General (US: Trade). Dimension: 229 x 152 x 13. Weight in Grams: 272. . 2013. 3rd Edition. Paperback. . . . . Books ship from the US and Ireland.…

Condizione: New. &Uumlber den Autor - Eunice Romero-Little, contributor to Best Practices in ELL InstructionKlappentextrnrnEducators, scholars, and community activists recognise that immersion education is a key means to re.

Taschenbuch. Condizione: Neu. Communities of Practice | An Alaskan Native Model for Language Teaching and Learning | Patrick E Marlow (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2013 | University of Arizona Press | EAN 9780816530168 | Verantwortliche Person für die EU: Mare Nostrum Group B.V., Doelen 72, 4831 GR BREDA, NIEDERLANDE, gpsr[at]mare-nostrum[dot]co[dot]uk | Anbieter: preigu.…

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paperback. Condizione: New. NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Hardcover. Condizione: new. Hardcover. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapterbrings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Condizione: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapterbrings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies.…

Taschenbuch. Condizione: Neu. Multiliteracies Pedagogy and Language Teaching | Stories of Praxis from Indigenous Communities | Sabine Siekmann (u. a.) | Taschenbuch | Educational Linguistics | xxiii | Englisch | 2024 | Springer | EAN 9783031318146 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.…

Condizione: New. 2023rd edition NO-PA16APR2015-KAP.

Condizione: New. 1st ed. 2023 edition NO-PA16APR2015-KAP.

Hardcover. Condizione: Brand New. 153 pages. 9.25x6.10x0.51 inches. In Stock.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Educators, scholars, and community activists recognise that immersion education is a key means to restoring Indigenous and other heritage languages. But language maintenance and revitalisation involve many complex issues, foremost may be the lack of local professional development opportunities for potential language teachers. In Alaska, the Second Language Acquisition Teacher Education (SLATE) project was designed to enable Indigenous communities and schools to improve the quality of native-language and English-language instruction and assessment by focusing on the elimination of barriers that have historically hindered degree completion for Indigenous and rural teachers. The Guided Research Collaborative (GRC) model, was employed to support the development of communities of practice through near-peer mentoring and mutual scaffolding. Through this important new model, teachers of both the heritage language, in this case Central Yup'ik, and English were able to situate their professional development into a larger global context based on current notions of multilingualism. In Communities of Practicecontributors show how the SLATE programme was developed and implemented, providing an important model for improving second-language instruction and assessment. Through an in-depth analysis of the program, contributors show how this project can be successfully adapted in other communities via its commitment to local control in language programming and a model based on community-driven research. Communities of Practice demonstrates how an initial cohort of Yup'ik- and English-language teachers collaborated to negotiate and ultimately completed the SLATE program. In so doing, these educators enhanced the program and their own effectiveness as teachers through a greater understanding of language learning. It is these understandings that will ultimately allow heritage- and English-language teachers to work together to foster their students' success in any language. Englisch.…

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Educators, scholars, and community activists recognise that immersion education is a key means to restoring Indigenous and other heritage languages. But language maintenance and revitalisation involve many complex issues, foremost may be the lack of local professional development opportunities for potential language teachers. In Alaska, the Second Language Acquisition Teacher Education (SLATE) project was designed to enable Indigenous communities and schools to improve the quality of native-language and English-language instruction and assessment by focusing on the elimination of barriers that have historically hindered degree completion for Indigenous and rural teachers. The Guided Research Collaborative (GRC) model, was employed to support the development of communities of practice through near-peer mentoring and mutual scaffolding. Through this important new model, teachers of both the heritage language, in this case Central Yup'ik, and English were able to situate their professional development into a larger global context based on current notions of multilingualism. In Communities of Practicecontributors show how the SLATE programme was developed and implemented, providing an important model for improving second-language instruction and assessment. Through an in-depth analysis of the program, contributors show how this project can be successfully adapted in other communities via its commitment to local control in language programming and a model based on community-driven research. Communities of Practice demonstrates how an initial cohort of Yup'ik- and English-language teachers collaborated to negotiate and ultimately completed the SLATE program. In so doing, these educators enhanced the program and their own effectiveness as teachers through a greater understanding of language learning. It is these understandings that will ultimately allow heritage- and English-language teachers to work together to foster their students' success in any language.…

Condizione: new. Questo è un articolo print on demand.

Condizione: new. Questo è un articolo print on demand.

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action researc.…

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action researc.…

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching.The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapterbrings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume.This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 156 pp. Englisch.…