paperback. Condizione: Acceptable. Connecting readers with great books since 1972. Used textbooks may not include companion materials such as access codes, etc. May have condition issues including wear and notes/highlighting. We ship orders daily and Customer Service is our top priority!
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Da: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Irlanda
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Aggiungi al carrelloCondizione: New. 2020. 1st Edition. paperback. . . . . .
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Aggiungi al carrelloPaperback. Condizione: Brand New. 100 pages. 9.69x6.85x0.23 inches. In Stock.
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Aggiungi al carrelloPAP. Condizione: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Aggiungi al carrelloPAP. Condizione: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Da: moluna, Greven, Germania
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Aggiungi al carrelloCondizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Eric J. Johnson is currently Associate Professor of Bilingual Education at Washington State University Tri-Cities, Richland, USA. His research focus involves ethnographic approaches to language minority programs and policies in public schools. His public.
Da: AHA-BUCH GmbH, Einbeck, Germania
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Aggiungi al carrelloTaschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This volume is an orchestrated critique of the notion that individuals from lower socioeconomic status communities have inferior language skills as compared to middle- and upper-class groups. The idea of this so-called 'language gap' stems in large part from Hart and Risley's (1995) publication Meaningful Differences in the Everyday Experience of Young American Children. Hart and Risley proposed that by age 3, children from more economically affluent households were exposed to approximately 30 million more words than children from low-income backgrounds. They also claimed that this gap in exposure to words negatively impacts cognitive development and eventual academic achievement. The contributing authors in this book contest the original concept of a 'language-gap' as well as the recent swell of academic research and public programs that it has produced. The chapters interrogate the linguistic, academic, cultural, and social implications of the 'language-gap' by providing critical accounts grounded in the scholarly disciplines of sociolinguistics, anthropology, and education.This book was originally published as a special issue of the International Multilingual Research Journal.