الفهرس الالي للمكتبة المركزية بجامعة عبد الحميد بن باديس - مستغانم

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Text, role, and context / Ann M. Johns

Public ISBD Titre : Text, role, and context : developing academic literacies / Type de document : texte imprimé Auteurs : Ann M. Johns Editeur : Cambridge : Cambridge University Press Année de publication : 1997 Collection : The Cambridge applied linguistics series Importance : xvi, 171 p. Présentation : ill. Format : 23 cm ISBN/ISSN/EAN : 978-0-521-56138-9 Index. décimale : 808/. Résumé : This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described. Text, role, and context : developing academic literacies / [texte imprimé] / Ann M. Johns . - Cambridge : Cambridge University Press, 1997 . - xvi, 171 p. : ill. ; 23 cm. - (The Cambridge applied linguistics series) . ISBN : 978-0-521-56138-9 Index. décimale : 808/. Résumé : This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.

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Code-barres	Cote	Support	Localisation	Section	Disponibilité
020362	820-092.2	Ouvrage	Bibliothèque Centrale	800 - Littérature (Belles-Lettres) et techniques d’écriture	Disponible

Text, role, and context / Ann M. Johns

Public ISBD Titre : Text, role, and context : developing academic literacies / Type de document : texte imprimé Auteurs : Ann M. Johns Editeur : Cambridge : Cambridge University Press Année de publication : 1997 Collection : The Cambridge applied linguistics series Importance : xvi, 171 p. Présentation : ill. Format : 23 cm ISBN/ISSN/EAN : 978-0-521-56761-9 Langues : Anglais (eng) Index. décimale : 808/. Résumé : This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described. Text, role, and context : developing academic literacies / [texte imprimé] / Ann M. Johns . - Cambridge : Cambridge University Press, 1997 . - xvi, 171 p. : ill. ; 23 cm. - (The Cambridge applied linguistics series) . ISBN : 978-0-521-56761-9 Langues : Anglais (eng) Index. décimale : 808/. Résumé : This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.

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Code-barres	Cote	Support	Localisation	Section	Disponibilité
C1-004199	820-92.1	Ouvrage	Bibliothèque Centrale	800 - Littérature (Belles-Lettres) et techniques d’écriture	Disponible

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