This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using counterbala
Life in Language Immersion Classrooms
โ Scribed by Elizabeth Buchter Bernhardt (Editor)
- Publisher
- Mulitlingual Matters, Ltd.
- Year
- 1992
- Tongue
- English
- Leaves
- 191
- Series
- Multilingual Matters, 86
- Category
- Library
No coin nor oath required. For personal study only.
โฆ Synopsis
This volume chronicles a project that involved the staff and principals in the midwestern United States, in collaboration with a team of educational researchers. Included as chapters are qualitative studies of immersion teachers, analyses of the use of drama and children's literature, and discussions of staff preparation and maintenance for immersion schooling. Bernhardt has also published "Reading Development in a Second Language", based on her research with adult readers of a variety of second languages.
๐ SIMILAR VOLUMES
<p><span>This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using co
What are the patterns of teaching and learning that make a classroom holistic? How do children invent oral and written language? How do they create the culture and curriculum of a classroom? How does the spirit of community and collaboration develop among children and teachers? What are the relation
Since its first appearance, "Life in Classrooms" has established itself as a classic study of the educational process at its most fundamental level. The book's aim is to encourage researchers to examine more deeply the dynamics of classroom learning - the cornerstone of educational change.
This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. The book's central argument is that a preoccupation with the notion of 'comprehension' has led teachers to focus upon the product of l