Kategoria BISAC: Education >> Language Experience Approach

This volume analyses the policymaking, expectations, implementation, progress, and outcomes of early language learning in various education policy contexts worldwide. The contributors to the volume are international researchers specialising in language policy and early language learning and their contributions aim to advance scholarship on early language learning policies and inform policymaking at the global level. 

The languages considered include learning English as a second language in primary schools in Japan, Mexico, Serbia, Argentina, and Tanzania; Spanish language...

This new volume addresses a number of important issues related to reading and writing that were not attended to in the previous volume, Deep Reading: Teaching Reading in the Writing Classroom (NCTE 2017)—especially those related to identity, culture, and positionality. In this volume the authors address the broad question of equity and social justice in the acquisition and practice of literacy, and the multifaceted lived reality of positionality related especially to race, class, language, and gender as experienced by students in the classroom.

This new volume addresses a number of important issues related to reading and writing that were not attended to in the previous volume, Deep Reading: Teaching Reading in the Writing Classroom (NCTE 2017)—especially those related to identity, culture, and positionality. In this volume the authors address the broad question of equity and social justice in the acquisition and practice of literacy, and the multifaceted lived reality of positionality related especially to race, class, language, and gender as experienced by students in the classroom.

This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the...