Detail The routledge international handbook of English, language and literacy teaching Bibliografi Author: Wyse, Dominic (Editor); Andrews, Richard (Editor); Hoffman, James (Editor) Topik: ENGLISH LANGUAGE - STUDY AND TEACHING - HANDBOOKS; English language - Reading; LANGUAGE AND LITERACY Bahasa: (EN )    ISBN: 978-0-415-46903-6(Hb)     Penerbit: Routledge Taylor & Francis Group     Tempat Terbit: New York    Tahun Terbit: 2010     Jenis: Books - Reference [Informasi yang berkaitan dengan koleksi ini di internet] Ketersediaan Perpustakaan PKBB Nomor Panggil: R 420.7 ROU Non-tandon: tidak ada Tandon: 1  Lihat Detail Induk Abstract Edited by three authorities in the field, this Handbook presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching. A comprehensive collection, the Handbook focuses on the three key areas of reading, writing, and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents. The authors address many key issues including: why pupil motivation is so important the evidence for what works in teaching and learning the place of Information Technology in the twenty-first century the status of English and other languages globalisation and political control of education. This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers’ working knowledge in order to engage young people and transform their life chances. A powerful account that will be of interest to students, researchers and academics involved with education. Artikel dalam koleksi ini Introduction, halaman 1-8 Social and cultural influences on children's motivation for reading, halaman 11-21 Literature for Children, halaman 22-32 Twenty first century literature: Opportunities, changes and challenges, halaman 33-44 Reading and teaching short stories, based on process studies and experimental research, halaman 45-57 Comprehension instruction: Merging two historically antithetical perspectives, halaman 58-73 The genre-specific nature of reading comprehension, halaman 74-86 Morphological knowledge and learning to read in English, halaman 87-97 Phonological development across different languages, halaman 98-109 Interaction and learning to read: towards a dialogic approach, halaman 110-122 Facilitating writing development, halaman 125-136 Writing in the early years, halaman 137-145 The ontogenesis of writing in childhood and adolescence, halaman 146-158 Composition: Cognitive, textual and social dimensions, halaman 159-169 Rhythm and blues: making textual music with grammar and punctuation, halaman 170-181 Linguistic foundations of spelling development, halaman 182-192 Handwriting and writing, halaman 193-202 Orality, literacy and culture: Talk, text, and tools in ideological contexts, halaman 205-215 Understanding Language Development, halaman 216-227 Bilingualism and English language teaching, halaman 228-241 Drama in teaching and learning language and literacy, halaman 242-253 Classroom discourse: towards a dialogic pedagogy, halaman 254-264 Critical approaches to teaching languages, reading and writing, halaman 267-281 Becoming culturally responsive: a review of learning in field experiences for prospective literacy aducators, halaman 282-293 The text environment and learning to read: windows and mirrors shaping literate lives, halaman 294-304 The relationship between home and school literacy practices, halaman 305-316 Gender and the teaching of English, halaman 317-327 An outward, inward and school-ward overview of interactive communicative technologies across the literacy landscape, halaman 328-341 Multimodality, literacy and school English, halaman 342-353 A very long engagement: English and the moving image, halaman 354-366 Reading, writing and speaking poetry, halaman 367-378 Overcoming fear and resistance when teaching Shakespeare, halaman 379-388 Difficulties in learning literacy, halaman 389-400 Classroom assessment of literacy, halaman 401-412 Initial teacher preparation for reading instruction, halaman 413-422 Comparative international studies of reading literacy: current approaches and future directions, halaman 425-437 Globalization and the international context for literacy policy reform in England, halaman 438-447 A tale of the two Special Administrative Regions (SARs) of China: an overview of English language teaching developments in Hong Kong and Macao, halaman 448-460 Bilingual educational programmes in Indian schools: addressing the English language needs of the country, halaman 461-471 English in Scandinavia: a success story, halaman 472-484 The teaching of English in Sub-Saharan Africa, halaman 484-495 Recent federal education policy in the United States, halaman 496-507 English in Australia and New Zealand, halaman 508-517 English in England and Wales: knowledge and ownership, halaman 518-528 Implications for research, policy and practice, halaman 531-537  Edit Artikel Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! 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