Educating second language children
The Whole Child, the Whole Curriculum, the Whole Community
Dados Bibliográficos
| ID | 24201362 |
|---|---|
| Autores | Fred Genesee (0000-0003-1590-9586) |
| Ano | 1994 |
| Páginas | 365 |
| Data de publicação | 1994-01-01 |
| Open Access | Não |
| Tipo | BOOK |
| Periódico | Educating second language children (SOURCE_BOOK) |
| Editora | Cambridge University Press (PUBLISHER • US) |
| Open Library | OL1400771M |
| ISBN | 9780521451796 |
| Idioma | EN |
| Citações recebidas | 84 |
"Educating Second Language Children brings together the work of 15 elementary education experts who support an integrative approach to educating second language children, one that goes beyond language teaching methodology to cover a wide range of issues affecting the academic and social success of language minority children. The volume deals not only with language development, but with the development of the whole child; rather than focusing on language instruction, it addresses the entire curriculum; and instead of limiting itself to classroom learning, it examines the role of the school, family, and community. This new perspective is developed through authoritative, research-based articles, written in a style accessible to a wide audience a of teaching professionals."--Jacket.
Bilingual · Children · Children of minorities · Education · Education (Elementary) · Language · Linguistic minorities
Cem anos de imigração japonesa no Brasil
The Syllabus is Dead, Long Live the Syllabus
Scientific justification of social policies
Determinants of Language Choice in Bilingual Children
Intercultural citizenship in foreign language education
From Bengali to English
Toward a better understanding of the language conducive context
Linguistic and psychological perspectives on prolonged periods of silence in dual-language learners
Policy Challenges for Bilingual and Immersion Education in Australia
Empowerment, EAL and the National Numeracy Strategy
Vocabulary Development Through Peer Interactions in Early Childhood
Learning to be literate
Is French immersion a special education loophole? … And does it intensify issues of accessibility and exclusion
Computer-Assisted Instruction and Language Learning
Collaboration and Co-Construction of Knowledge During Language Awareness Activities in Canadian Elementary School
The emergence of phonetic categories in Korean–English bilingual children
A Modular Approach to Spanish for Heritage Language Learners Courses
Syntactic Acquisition in Bilingual Children
First language instruction? Eswatini teachers’ insight of the Eswatini language-in-education policy
The effect of label mixing on vocabulary acquisition
The role of play in creating a language-conducive context in a bilingual preschool
Ke A‘o Mālamalama
Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings
Effects of language dominance on home reading practices of bilingual families
Questions in Lessons
Morphological Development in the Speech of a Persian–English Bilingual Child
Cooperative Learning
Speaking Personalities in Primary School Children's L2 Writing
Institutional Responses
The Strategic Reading Abilities and Potential of Five Low‐Literacy Latina/o Readers in Middle School
Creating Community in the Classroom
A Probe into Lexical Depth
"There is no space for being German"
Introduction
Language Socialization at the Intersection of the Local and the Global
Ignorance’ as a rhetorical strategy
Conceptualizing Environmental Refugees in Education
Classroom Teachers' Understanding of the Needs of English-Language Learners and the Influence on the Students' Identities
The Impact of Bilingual Literacy and Education Level on Ethnic Pride from the Conflict Theoretical Perspective
She My Friend”
Latino English Language Learners
Si Se Puede! Academic Excellence and Bilingual Competency in a K-8 Two-Way Dual Immersion Program
Latina Voice in Dialogue with Literacy
Co-constructing Frames of Peer Help during Writers Workshop in a Second-grade Bilingual Class
Alternative Assessment for Transitional Readers
Pedagogical Stances of High School ESL Teachers
Maturational Constraints in Language One and Language Two
No Habla Inglés
The Absence of Language Policy and its Effects on the Education of Mexican Migrant Children
Involvement of Portuguese-Speaking Parents in the Education of Their Special-Needs Children
Scapegoating Bilingual Education
Bridging the Gap Between Native Language and Second Language Literacy Instruction
How Can Language Minority Parents Help Their Children Become Bilingual In Familial Context? A Case Study of a Language Minority Mother and Her Daughter
Reading Strategies in French Immersion Science Classes
Having dumplings with a fork
Parents' assessment of their preschool children's bilingual development in the context of family language policy
Social Identity, Investment, and Language Learning
Second Language Acquisition for All
In the Mix, Yet on the Margins
The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens
Examining Language in Context
Who Is Given Tests in What Language by Whom, When, and Where? The Need for Probabilistic Views of Language in the Testing of English Language Learners
Enhancing Achievement for Language Minority Students
Parental Choice and Language-of-Instruction Policies and Practices in Estonia
Uninvited Guests
Why Should I Study English If I'm Never Going to Leave This Town?” Developing Alternative Orientations to Culture in the EFL Classroom through CAR
Language socialization in theory and practice
School integration of immigrant children in Belgium
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
Room for talk
Not so silent after all
Validity of the first two subtests of the preschool language assessment scale as a language screener for Spanish-speaking preschool children
Peer relationships among 4 preschool second language learners in “Small-group time”
An examination of written expression in bilingual students' ‘non‐academic’ language
Adapting the task‐based methodology for learners with intellectual disabilities
Promoting the Minority Language Through Integrated Plurilingual Language Planning
Language Policy in a Korean-English Two-Way Immersion Setting
The Vocational Interests of Hispanic, African American, and White Middle School Students
A cycle of fragmentation in an inclusive age
Preparing teachers for diversity
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Revitalising Indigenous Languages in Homogenising Times
Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners
From starting stories to staying stories to leaving stories
| Obras citantes distintas | 84 |
|---|---|
| Citações por ano | 2,63 |
| Intervalo de citações | 1994 - 2026 (33) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 67 |