Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource

ISBN: 9780203015438

Content: This unique and timely book follows the experiences of four Arabic teenagers, their families and their community, focusing on the role of literacy in their daily lives and the differences between home and school. The author looks at the conflict between expectations and practices at school and in the home, arguing that problems are inevitable where class and cultural differences exist. Emerging themes include: how literacy practices in the community are undergoing rapid change due to global developments in technology how the patterns of written and spoken language in Eng and Arabic in the home are linked with social practices in logical and coherent ways how many of the family practices that differ from school culture and language become marginalised. Built around these insightful case studies yet grounded in theory, this book is of immediate relevance to teachers working in multicultural contexts and students and lecturers in language/literacy or on TESOL courses

Language: English

DOI: 10.4324/9780203015438

URL: Volltext  (kostenfrei)

URL: kostenfrei

UID:

Format: 1 online resource (368 p.)

ISBN: 1-5015-0072-4 , 1-61451-359-7

Series Statement: Language and social processes ; volume 6

Content: This edited collection examines how people use a range of different modalities to negotiate, influence, and/or project their own or other people's identities. It brings together linguistic scholars concerned with issues of identity through a study of language use in various types of written texts, conversation, performance, and interviews.

Note: Description based upon print version of record. , Front matter -- , Acknowledgments -- , Contents -- , Contributors -- , Identity and mode as a frame for understanding social meanings -- , Language, identity, and communities of practice -- , The elements of style -- , All these years and still counting: why quantitative methods still appeal -- , Community languages schools: the importance of context in understanding hybrid identities -- , Multiple identities and second language learning in Hong Kong -- , Performing identities in intergenerational conflict talk: a study of a Sicilian- Australian family -- , Identity management, language variation and English language textbooks: focus on Pakistan -- , The Housewife’s Companion: identity construction in a Japanese women’s magazine -- , Uncovering how identities of laobaixing are constructed in China’s most read magazine -- , Style and authorial identity in Indonesian teen literature: a “sociostylistic” approach -- , First person singular: Negotiating identity in academic writing in English -- , Constructing professional identity through Curricula Vitae -- , Unpacking professional identities for Business English students -- , Migrant women, hooliganism, and online social visibility in Chinese personal blogs -- , Performed research for public engagement: Language and identity studies on stage -- , Subject index , Issued also in print. , English

Additional Edition: ISBN 1-61451-387-2

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

Keywords: Electronic books ; Konferenzschrift ; Electronic books.

DOI: 10.1515/9781614513599

URL: Volltext

URL: Volltext  (lizenzpflichtig)

URL: lizenzpflichtig

URL: Cover

URL: Cover

URL: Cover

URL: Click to View

UID:

Format: 1 online resource (264 p.)

ISBN: 1-134-22004-9 , 1-134-22005-7 , 1-280-54915-7 , 9786610549153 , 0-203-01543-6

Content: This unique and timely book follows the experiences of four Arabic teenagers, their families and their community, focusing on the role of literacy in their daily lives and the differences between home and school. The author looks at the conflict between expectations and practices at school and in the home, arguing that problems are inevitable where class and cultural differences exist.Emerging themes include:how literacy practices in the community are undergoing rapid change due to global developments in technologyhow the patterns of written and spoken language i

Note: Description based upon print version of record. , Book Cover; Haf-Title; Title; Copyright; Contents; List of Figures; List of Tables; Acknowledgements; Prologue; Part I: Parallel lines: Home and school literacy; 1 Patterns of community literacy; 2 Pathway(s) to literacy; 3 Change and literacy practices: Teenagers and technology; 4 Mediation in community and school literacy; 5 Conflict and control: Literacy as management; 6 Identity, place and literacy; 7 No single factor: Literacy and disadvantage; 8 No single answer: What schools can and can't do; 9 Researching in multillingual/multicultural contexts , 10 A harbourful of yachts: Making sense of literacy research11 Researching reading and writing in homes and schools; Epilogue; References; Index , English

Additional Edition: ISBN 0-415-65437-8

Additional Edition: ISBN 0-415-36432-9

Language: English

DOI: 10.4324/9780203015438

UID:

Format: 1 online resource (x, 234 pages) : , illustrations.

Edition: First edition.

ISBN: 1-350-06949-3 , 1-350-06947-7

Content: "There is widespread concern in all English speaking countries at the rapid decline in study of languages. The promise of 'languages for all' in the UK and North America in the 1970s marked a shift from languages as ľite subjects for the privileged few, but this promise has not been fulfilled. This book explores the reasons for and solutions to this decline. More importantly, it looks at how these trends have been reversed in successful school programs and the implications of this for language education policy makers. The study draws on an analysis of data from 600 primary, secondary and community languages schools over six years and from detailed case studies in a representative sample of 45 successful schools. The book proposes a range of strategies to address the decline: from engaging classroom learning, assessment outcomes and embedding languages as central in school curriculum on the one level, to a mix of incentives and mandation for language study, especially at upper secondary school level. The authors explore the impact of learning languages on the thinking, educational experiences and outcomes of young people across a range of ethnic backgrounds and socioeconomic statuses. They show the importance of having equal access to languages study in a world where young people will have increasingly more diverse working lives and argue that the gap in languages between policy and uptake is really a gap in the thinking of policy makers and government."--

Note: 1. Issues in the Provision and Uptake of Languages -- 2. Principals' Perspectives on the Study of Languages -- 3. Secondary School Language Teachers' Identities and Experiences -- 4. Being a Languages Teacher in NSW Primary Schools -- 5. Parental Perceptions and Attitudes to Language Study -- 6. Student Attitudes to Languages Study -- 7. Language Provision in Primary Schools -- 8. Secondary School Languages -- 9. Teaching Chinese in Australia: A Case Study -- 10. Languages Curriculum and Change -- References -- Index

Additional Edition: ISBN 1-350-19258-9

Additional Edition: ISBN 1-350-06946-9

Language: English

Keywords: Electronic books

DOI: 10.5040/9781350069497

URL: lizenzpflichtig

UID:

Format: 1 Online-Ressource (249 pages)

Edition: First edition

ISBN: 9781350069497

Content: "There is widespread concern in all English speaking countries at the rapid decline in study of languages. The promise of 'languages for all' in the UK and North America in the 1970s marked a shift from languages as ľite subjects for the privileged few, but this promise has not been fulfilled. This book explores the reasons for and solutions to this decline. More importantly, it looks at how these trends have been reversed in successful school programs and the implications of this for language education policy makers. The study draws on an analysis of data from 600 primary, secondary and community languages schools over six years and from detailed case studies in a representative sample of 45 successful schools. The book proposes a range of strategies to address the decline: from engaging classroom learning, assessment outcomes and embedding languages as central in school curriculum on the one level, to a mix of incentives and mandation for language study, especially at upper secondary school level. The authors explore the impact of learning languages on the thinking, educational experiences and outcomes of young people across a range of ethnic backgrounds and socioeconomic statuses. They show the importance of having equal access to languages study in a world where young people will have increasingly more diverse working lives and argue that the gap in languages between policy and uptake is really a gap in the thinking of policy makers and government."--

Note: Includes bibliographical references and index , 1. Issues in the Provision and Uptake of Languages -- 2. Principals' Perspectives on the Study of Languages -- 3. Secondary School Language Teachers' Identities and Experiences -- 4. Being a Languages Teacher in NSW Primary Schools -- 5. Parental Perceptions and Attitudes to Language Study -- 6. Student Attitudes to Languages Study -- 7. Language Provision in Primary Schools -- 8. Secondary School Languages -- 9. Teaching Chinese in Australia: A Case Study -- 10. Languages Curriculum and Change -- References -- Index

Additional Edition: ISBN 9781350069473

Additional Edition: ISBN 1350069477

Additional Edition: Erscheint auch als Druck-Ausgabe Cruickshank, Ken Language Education in the School Curriculum : Issues of Access and Equity London : Bloomsbury Publishing Plc, ©2020

Language: English

DOI: 10.5040/9781350069497

URL: Deutschlandweit zugänglich

UID:

Format: 1 online resource (264 pages)

ISBN: 9781134220045

Additional Edition: Print version: Cruickshank, Ken Teenagers, Literacy and School Milton : Taylor & Francis Group,c2006 ISBN 9780415364324

Language: English

Keywords: Electronic books.

URL: Click to View

URL: lizenzpflichtig

UID:

Format: 1 online resource(xii,355p.) : , illustrations.

Edition: Electronic reproduction. Berlin/Boston : De Gruyter Mouton, 2015. Mode of access: World Wide Web.

Edition: System requirements: Web browser.

Edition: Access may be restricted to users at subscribing institutions.

ISBN: 9781614513599

Series Statement: Language and Social Processes [LSP]; 6

Content: This edited collection examines how people use a range of different modalities to negotiate, influence, and/or project their own or other people's identities. It brings together linguistic scholars concerned with issues of identity through a study of language use in various types of written texts, conversation, performance, and interviews.

Note: Frontmatter -- , Acknowledgments -- , Contents -- , Contributors -- , Identity and mode as a frame for understanding social meanings / , Language, identity, and communities of practice / , The elements of style / , All these years and still counting: why quantitative methods still appeal / , Community languages schools: the importance of context in understanding hybrid identities / , Multiple identities and second language learning in Hong Kong / , Performing identities in intergenerational conflict talk: a study of a Sicilian- Australian family / , Identity management, language variation and English language textbooks: focus on Pakistan / , The Housewife’s Companion: identity construction in a Japanese women’s magazine / , Uncovering how identities of laobaixing are constructed in China’s most read magazine / , Style and authorial identity in Indonesian teen literature: a "sociostylistic" approach / , First person singular: Negotiating identity in academic writing in English / , Constructing professional identity through Curricula Vitae / , Unpacking professional identities for Business English students / , Migrant women, hooliganism, and online social visibility in Chinese personal blogs / , Performed research for public engagement: Language and identity studies on stage / , Subject index. , Also available in print edition. , In English.

Additional Edition: ISBN 9781614513872

Additional Edition: ISBN 9781614513605

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

Keywords: Aufsatzsammlung

DOI: 10.1515/9781614513599

URL: https://doi.org/10.1515/9781614513599

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 online resource (xvi, 246 pages)

ISBN: 9780203015438 , 9781134220007 , 9781134220045 , 9781134220052

Content: part PART I Parallel lines: home and school literacy -- chapter 1 Patterns of community literacy -- chapter 2 Pathway(s) to literacy -- chapter 3 Change and literacy practices: Teenagers and technology -- chapter 4 Mediation in community and school literacy -- chapter 5 Con?ict and control: literacy as management -- chapter 6 Identity, place and literacy -- part PART II Making sense of literacy research -- chapter 7 No single factor: Literacy and disadvantage -- chapter 8 No single answer: what schools can and can't do -- chapter 9 Researching in multilingual/multicultural contexts -- chapter 10 A harbourful of yachts: Making sense of literacy research -- chapter 11 Researching reading and writing in homes and schools.

Note: Includes bibliographical references (pages [217]-238) and index

Additional Edition: ISBN 9780415364324

Additional Edition: ISBN 9780415654371

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9780415364324

Language: English

Keywords: Electronic books

DOI: 10.4324/9780203015438

URL: kostenfrei

URL: kostenfrei

UID:

Format: 1 online resource (320 pages)

Content: This unique and timely book follows the experiences of four Arabic teenagers, their families and their community, focusing on the role of literacy in their daily lives and the differences between home and school. The author looks at the conflict between expectations and practices at school and in the home, arguing that problems are inevitable where class and cultural differences exist. Emerging themes include: how literacy practices in the community are undergoing rapid change due to global developments in technology how the patterns of written and spoken language in Eng and Arabic in the home are linked with social practices in logical and coherent ways how many of the family practices that differ from school culture and language become marginalised. Built around these insightful case studies yet grounded in theory, this book is of immediate relevance to teachers working in multicultural contexts and students and lecturers in language/literacy or on TESOL courses.

Note: Part 1. -- 1. Patterns of Community Literacy -- 2. Pathway(s) to Literacy -- 3. Change and Literacy Practices: Teenagers and Technology -- 4. Mediation in Community and School Literacy -- 5. Conflict and Control: Literacy as Management -- 6. Identity, Place and Identity -- Part 2: A Harbourful of Yachts: Making Sense of Literacy Research -- 8. No Single Answer: What Schools Can and Can't do -- 9. Researching in Multilingual/Multicultural Contexts -- 10. A Harbourful of Yachts: Making Sense of Literacy Research -- 11. Researching Reading and Writing in Homes and Schools.

Additional Edition: ISBN 1-134-22000-6

Language: English

DOI: 10.4324/9780203015438

UID:

Format: 1 online resource

ISBN: 9780203015438 , 0203015436 , 9780415364324 , 0415364329 , 9780415654371 , 0415654378 , 9781134220007 , 1134220006 , 9781134220045 , 1134220049 , 9781134220052 , 1134220057

Content: This unique and timely book follows the experiences of four Arabic teenagers, their families and their community, focusing on the role of literacy in their daily lives and the differences between home and school. The author looks at the conflict between expectations and practices at school and in the home, arguing that problems are inevitable where class and cultural differences exist. Emerging themes include: how literacy practices in the community are undergoing rapid change due to global developments in technology how the patterns of written and spoken language in Eng and Arabic in the home are linked with social practices in logical and coherent ways how many of the family practices that differ from school culture and language become marginalised. Built around these insightful case studies yet grounded in theory, this book is of immediate relevance to teachers working in multicultural contexts and students and lecturers in language/literacy or on TESOL courses.

Note: English.

Language: English

DOI: 10.4324/9780203015438

URL: OAPEN  (Access full text online)

URL: OAPEN  (Access full text online)

URL: OAPEN  (Creative Commons License)

URL: View this content on BiblioBoard.

URL: Image  (Thumbnail cover image)

URL: Image  (Thumbnail cover image)

URL: Taylor & Francis