This book explores how writers from several different cultures learn to write in their academic settings, and how their writing practices interact with and contribute to their evolving identities as students and professionals in academic environments in higher education.
Language as Cultural Practice:Mexicanos en el Norte offers a vivid ethnographic account of language socialization practices within Mexican-background families residing in California and Texas.
In this book, Joel Spring offers a powerful and closely reasoned justification and definition for the universal right to education--applicable to all cultures--as provided for in Article 26 of the United Nation's Universal Declaration of Human Rights.
In this book, Joel Spring offers a powerful and closely reasoned justification and definition for the universal right to education--applicable to all cultures--as provided for in Article 26 of the United Nation's Universal Declaration of Human Rights.
The study of speech errors, or "e;slips of the tongue,"e; is a time-honored methodology which serves as a window to the representation and processing of language and has proven to be the most reliable source of data for building theories of speech production planning.
The study of speech errors, or "e;slips of the tongue,"e; is a time-honored methodology which serves as a window to the representation and processing of language and has proven to be the most reliable source of data for building theories of speech production planning.
This book examines storymaking processes in K-8 classrooms from a social-semiotic perspective that highlights how participants' discourse influences story construction and interpretation.
These volumes present coherent sets of papers developed along two of the thematic lines that underscored the program of the meeting of the International Association for the Study of Child Language in Istanbul in the summer of 1996.
These volumes present coherent sets of papers developed along two of the thematic lines that underscored the program of the meeting of the International Association for the Study of Child Language in Istanbul in the summer of 1996.
Rights to Language: Equity, Power, and Education brings together cutting-edge scholarship in language, education, and society from all parts of the world.
Rights to Language: Equity, Power, and Education brings together cutting-edge scholarship in language, education, and society from all parts of the world.
This book presents the complete collection of peer-reviewed presentations at the 1999 Cognitive Science Society meeting, including papers, poster abstracts, and descriptions of conference symposia.
This book presents the complete collection of peer-reviewed presentations at the 1999 Cognitive Science Society meeting, including papers, poster abstracts, and descriptions of conference symposia.
This text brings together two significant domains of educational practice: foreign language education and critical pedagogy--linking them in a way that can help foreign language educators develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy.
The theory of contrastive rhetoric was first put forth by Robert Kaplan in the mid 1960s to explain the differences in writing and discourse between students who were native speakers of English and their international counterparts.
This volume provides a comprehensive and in-depth analysis of the contribution of multiparty intergenerational talk in a variety of cultures to the development of children's communicative capacities.
This volume provides a comprehensive and in-depth analysis of the contribution of multiparty intergenerational talk in a variety of cultures to the development of children's communicative capacities.
This book pulls together new research and theory on the verbal communication of emotions by an international, cross-disciplinary group of recognized experts in affective communication.
This book pulls together new research and theory on the verbal communication of emotions by an international, cross-disciplinary group of recognized experts in affective communication.
A Place To Be Navajo is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School.
A Place To Be Navajo is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School.
Negotiating Critical Literacies in Classrooms brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia.
Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body.
Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body.
A cogent, freshly written synthesis of new and classic work on crosslinguistic influence, or language transfer, this book is an authoritative account of transfer in second-language learning and its consequences for language and thought.
A cogent, freshly written synthesis of new and classic work on crosslinguistic influence, or language transfer, this book is an authoritative account of transfer in second-language learning and its consequences for language and thought.
This is the first book to explore the meaning of equality and freedom of education in a global context and their relationship to the universal right to education.
This is the first book to explore the meaning of equality and freedom of education in a global context and their relationship to the universal right to education.
This comprehensive and detailed analysis of second language writers' text identifies explicitly and quantifiably where their text differs from that of native speakers of English.
Although there has been a great deal of rhetoric about learner empowerment in educational and community development circles, this book is the first to offer detailed examples of successful participatory practices in adult education spanning a wide range of program settings, such as schools, institutions, communities, and the workplace.
Beyond Grammar: Language, Power, and the Classroom asks readers to think about the power of words, the power of language attitudes, and the power of language policies as they play out in communities, in educational institutions, and in their own lives as individuals, teachers, and participants in the larger community.
Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry is a collection of thought-provoking articles and activities designed to engage practicing and prospective ESOL teachers in an ongoing process of reflecting on, critically examining, and investigating theory and practice.
This book gives educators important answers to the urgent question of how teachers and schools can facilitate language minority and immigrant students' progress in school.
This book gives educators important answers to the urgent question of how teachers and schools can facilitate language minority and immigrant students' progress in school.
New Perspectives on Grammar Teaching in Second Language Classrooms brings together various approaches to the contextualized teaching of grammar and communicative skills as integrated components of second language instruction.
New Perspectives on Grammar Teaching in Second Language Classrooms brings together various approaches to the contextualized teaching of grammar and communicative skills as integrated components of second language instruction.
This book addresses the linguistic challenges faced by diverse populations of students at the secondary and post-secondary levels as they engage in academic tasks requiring advanced levels of reading and writing.
This unique, edited book bridges studies in language disorders and linguistic theory with timely contributions from leading scholars in language development.
