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世界知名TESOL专家论丛:跨国读写教育中的语言、身份、权力与跨文化教学法研究电子书

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作       者:(加)李国芳著

出  版  社:上海外语教育出版社

出版时间:2019-03-01

字       数:107.6万

所属分类: 教育 > 外语 > 英文教辅

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  • 读书简介
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本书稿是“世界知名TESOL专家论丛”之一。全书共分三大部分,23章,收录了作者过去20年间发表的精华论文,主要探讨了北美的移民学生语言和读写教育中的一些常见问题和背后成因,针对移民学生英语教学提出了切实的建议举措。<br/>
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世界知名TESOL专家论丛

出版说明

Preface

Introduction

Chapter 1 My Work on Pedagogy of Cultural Reciprocity in Transnational Language and Literacy Education

Part 1 Culture, Identity, and Literacy: Multilingual Learners in Transnational Contexts

Chapter 2 Understanding ELL Literacy from a Cultural Lens: An Asian Perspective

Chapter 3 Second Language and Literacy Learning in School and at Home: An Ethnographic Study of Chinese-Canadian First Graders’Experiences

Chapter 4 Biliteracy and Trilingual Practices in the Home Context: Case Studies of Chinese-Canadian Children

Chapter 5 Family Literacy and Cultural Identity: An Ethnographic Study of a Filipino Family in Canada

Chapter 6 Other People’s Success: Impact of the “Model Minority” Myth on Underachieving Asian Students in North America

Chapter 7 Behind the “Model Minority” Mask: A Cultural Ecological Perspective on a High Achieving Vietnamese Youth’s Identity and Socio-emotional Struggles

Chapter 8 Literacy Engagement through Online and Offline Communities Outside School:English Language Learners’ Development as Readers and Writers

Chapter 9 Low-SES ELLs’ New Literacies Outside School: Attitudes, Access, and Agency

Part 2 Social Class, Literacy, and Power: Immigrant Parents Learning Language and Negotiating Schooling in a New Land

Chapter 10 Immigrant Language Acquisition: An International Review

Chapter 11 Home Environment and Second Language Acquisition: The Importance of Family Capital

Chapter 12 Race, Class, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America’s Inner City

Chapter 13 Literacy, Culture, and Politics of Schooling: Counternarratives of a Chinese Canadian Family

Chapter 14 What Do Parents Think? Middle-class Chinese Immigrant Parents’ Perspectives on Literacy Learning, Homework, and School-home Communication

Chapter 15 Poverty and Minority Children’s Education in the USA: Case Study of a Sudanese Refugee Family

Chapter 16 Social Class, Culture, and Asian Social Positioning: Rethinking Education and Power in the New Millennium

Part 3 Multiliteracies and Cross-Cultural Pedagogies: Toward Best Approaches to Language and Literacy Instruction

Chapter 17 Subject Matters of Language, Culture,Identity, and Power

Chapter 18 The Role of Culture in Literacy Learning and Teaching

Chapter 19 Best Approaches to Literacy Instruction for English Language Learners: Cultural Conflicts and Compromises

Chapter 20 Perspectives on Struggling English Language Learners: Case Studies of Two Chinese-Canadian Children

Chapter 21 Reading “the Word” and “the World”: Promoting Learner Agency through an Engagement Model of Literacy Instruction

Chapter 22 Promoting Teachers of Culturally and Linguistically Diverse (CLD) Students as Change Agents: A Cultural Approach to Professional Learning

Conclusion

Chapter 23 Looking Back and Moving Forward:New Directions for ELT in the Era of Superdiversity

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