الفهرس الالي لمكتبة كلية اللغات الاجنبية
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Understanding Language and Literacy Development / Xiao-lei Wang
Titre : Understanding Language and Literacy Development : Diverse Learners in the Classroom Type de document : texte imprimé Auteurs : Xiao-lei Wang, Auteur Editeur : Malden, MA : Wiley-Blackwell Année de publication : 2015 Importance : 455 p. Format : 25 cm ISBN/ISSN/EAN : 978-0-470-67429-1 Note générale : Glossery;References;Index. Langues : Anglais (eng) Mots-clés : Education Schools Language Literacy Learners. Résumé : Today s schools are characterized by significant cultural and linguistic diversity and teaching is correspondingly becoming an increasingly complex, multi–faceted, and challenging endeavor. Understanding Language and Literacy Development features a wide variety of effective supporting strategies to address the varying language and literacy developmental characteristics of children and adolescents in contemporary classroom settings. Utilizing Critical Discourse Analysis as a conceptual framework, Wang examines the complexity of language and literacy and their roles in academic learning. The author expertly discusses children s developmental stages, considering a wide range of topics including English language acquisition among children and adolescents and the typical issues related to comprehension and production at different stages and ages of acquisition as well as the impact of various language impairments (from SLI to autism). Special features of this work include questions that engage and challenge the reader throughout the chapters, and exercises designed to facilitate understanding of language phenomena in the classroom and elsewhere; the author also ties her discussion into the new Common Core standards that underlie the public school curriculum. Innovative and timely, this is an invaluable resource to assist in meeting the teaching challenges of 21st–century classrooms.
Understanding Language and Literacy Development : Diverse Learners in the Classroom [texte imprimé] / Xiao-lei Wang, Auteur . - [S.l.] : Malden, MA : Wiley-Blackwell, 2015 . - 455 p. ; 25 cm.
ISBN : 978-0-470-67429-1
Glossery;References;Index.
Langues : Anglais (eng)
Mots-clés : Education Schools Language Literacy Learners. Résumé : Today s schools are characterized by significant cultural and linguistic diversity and teaching is correspondingly becoming an increasingly complex, multi–faceted, and challenging endeavor. Understanding Language and Literacy Development features a wide variety of effective supporting strategies to address the varying language and literacy developmental characteristics of children and adolescents in contemporary classroom settings. Utilizing Critical Discourse Analysis as a conceptual framework, Wang examines the complexity of language and literacy and their roles in academic learning. The author expertly discusses children s developmental stages, considering a wide range of topics including English language acquisition among children and adolescents and the typical issues related to comprehension and production at different stages and ages of acquisition as well as the impact of various language impairments (from SLI to autism). Special features of this work include questions that engage and challenge the reader throughout the chapters, and exercises designed to facilitate understanding of language phenomena in the classroom and elsewhere; the author also ties her discussion into the new Common Core standards that underlie the public school curriculum. Innovative and timely, this is an invaluable resource to assist in meeting the teaching challenges of 21st–century classrooms.
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Code-barres Cote Support Localisation Section Disponibilité FLE-18634 428-188.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18635 428-188.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Meaningful Action / Jane Arnold
Titre : Meaningful Action : Earl Stevick's Influence On Language Teaching Type de document : texte imprimé Auteurs : Jane Arnold, Auteur ; Tim Murphey, Auteur Editeur : Cambridge : Cambridge University Press Année de publication : 2013 Importance : 331 p. Format : 22 cm ISBN/ISSN/EAN : 978-1-107-61043-9 Note générale : Index Langues : Anglais (eng) Mots-clés : Education Learning Tongue Earl Stevick Teachers Learners. Résumé : This work explores the importance of meaningful action for language teaching and learning, paying tribute to the enduring influence of Earl Stevick. With contributions from 19 ELT authors and influential academics, Meaningful Action draws upon and acknowledges the huge influence of Earl Stevick on language teaching. Stevick's work on 'meaningful action' explored how learners can engage with activities that appeal to sensory and cognitive processes, ensuring that meaning is constructed by the learner's internal characteristics, and by their relationship with other learners and the teacher. This edited volume focuses on meaningful action in three domains: learner internal factors and relationships between the people involved in the learning process; classroom activity; and diverse frameworks supporting language learning.
Meaningful Action : Earl Stevick's Influence On Language Teaching [texte imprimé] / Jane Arnold, Auteur ; Tim Murphey, Auteur . - [S.l.] : Cambridge : Cambridge University Press, 2013 . - 331 p. ; 22 cm.
ISBN : 978-1-107-61043-9
Index
Langues : Anglais (eng)
Mots-clés : Education Learning Tongue Earl Stevick Teachers Learners. Résumé : This work explores the importance of meaningful action for language teaching and learning, paying tribute to the enduring influence of Earl Stevick. With contributions from 19 ELT authors and influential academics, Meaningful Action draws upon and acknowledges the huge influence of Earl Stevick on language teaching. Stevick's work on 'meaningful action' explored how learners can engage with activities that appeal to sensory and cognitive processes, ensuring that meaning is constructed by the learner's internal characteristics, and by their relationship with other learners and the teacher. This edited volume focuses on meaningful action in three domains: learner internal factors and relationships between the people involved in the learning process; classroom activity; and diverse frameworks supporting language learning.
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Code-barres Cote Support Localisation Section Disponibilité FLE-18661 428-200.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18662 428-200.3 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible FLE-18663 428-200.3 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Grammar Today / Richard A. Betting
Titre : Grammar Today : The New American Language and Grammar Primer Type de document : texte imprimé Auteurs : Richard A. Betting, Auteur Editeur : Valley city (N. D.) : Skeptical Press Année de publication : 2008 Importance : (XVII-237 p.) Format : 23 cm ISBN/ISSN/EAN : 978-0-9799936-0-2 Langues : Anglais (eng) Mots-clés : English grammar American language Nerw grammar teachers Learners. Résumé : Remember high school english ? Feel like you went through english grammar classe in daze ? If you felt lost, confused or even cheated, grammar today : The new american language and grammar primer will provide some explanations you may have missed.
English teachers, too, may wonder why the grammar they thaught faild. "was it me ? Or was it the students ?" they asked.Note de contenu : Bibliographie; Index. Grammar Today : The New American Language and Grammar Primer [texte imprimé] / Richard A. Betting, Auteur . - [S.l.] : Valley city (N. D.) : Skeptical Press, 2008 . - (XVII-237 p.) ; 23 cm.
ISBN : 978-0-9799936-0-2
Langues : Anglais (eng)
Mots-clés : English grammar American language Nerw grammar teachers Learners. Résumé : Remember high school english ? Feel like you went through english grammar classe in daze ? If you felt lost, confused or even cheated, grammar today : The new american language and grammar primer will provide some explanations you may have missed.
English teachers, too, may wonder why the grammar they thaught faild. "was it me ? Or was it the students ?" they asked.Note de contenu : Bibliographie; Index. Réservation
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Code-barres Cote Support Localisation Section Disponibilité FLE-17739 425-85.1 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible FLE-17740 425-85.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Literacy Assessment and Instructional Strategies / Kathy Beth Grant
Titre : Literacy Assessment and Instructional Strategies : Connecting to the Common Core Type de document : texte imprimé Auteurs : Kathy Beth Grant, Auteur ; Sandra E. Golden, Auteur ; Nance S. Wilson, Auteur Editeur : London : SAGE Publications Année de publication : 2015 Importance : 492 p. Présentation : couv. ill. en coul. Format : 25 cm ISBN/ISSN/EAN : 978-1-4129-9658-7 Langues : Anglais (eng) Mots-clés : Teaching strategies Literacy assessment Literacy educators Evaluations Elementary classes Teachers Learners. Résumé : Literacy Assessment and Instructional Strategies prepare literacy educators to perform reading and writing assessments and develop appropriate remedial literacy strategies to use with their students in Kindergarten to Grade 5 . Connecting common standards of literacy learning with effective strategies and creative activities, the book includes authentic literacy assessments and formal assessments to support the teaching of reading in the elementary classroom. The first chapters deal with literacy assessment and assessment, evidence-based instruction, high-stakes testing, and educational changes in reading instruction, while subsequent chapters focus on focus on the latest changes in teaching and assessment, including pre-assessment of literacy knowledge bases, using informational texts for vocabulary development and careful reading of the text. Written by reading practitioners and researchers, this book is a must-read for novices as well as seasoned teachers who want to stay on top of changing literacy trends. Literacy Assessment and Instructional Strategies : Connecting to the Common Core [texte imprimé] / Kathy Beth Grant, Auteur ; Sandra E. Golden, Auteur ; Nance S. Wilson, Auteur . - [S.l.] : London : SAGE Publications, 2015 . - 492 p. : couv. ill. en coul. ; 25 cm.
ISBN : 978-1-4129-9658-7
Langues : Anglais (eng)
Mots-clés : Teaching strategies Literacy assessment Literacy educators Evaluations Elementary classes Teachers Learners. Résumé : Literacy Assessment and Instructional Strategies prepare literacy educators to perform reading and writing assessments and develop appropriate remedial literacy strategies to use with their students in Kindergarten to Grade 5 . Connecting common standards of literacy learning with effective strategies and creative activities, the book includes authentic literacy assessments and formal assessments to support the teaching of reading in the elementary classroom. The first chapters deal with literacy assessment and assessment, evidence-based instruction, high-stakes testing, and educational changes in reading instruction, while subsequent chapters focus on focus on the latest changes in teaching and assessment, including pre-assessment of literacy knowledge bases, using informational texts for vocabulary development and careful reading of the text. Written by reading practitioners and researchers, this book is a must-read for novices as well as seasoned teachers who want to stay on top of changing literacy trends. Réservation
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Code-barres Cote Support Localisation Section Disponibilité FLE-18642 428-192.1 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible FLE-18643 428-192.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible