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EBOOK - Teacher Development for Content-Based Language Education: International Perspectives - Full Edition (Susan Ballinger)
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Phát triển Giáo viên cho Giáo dục Ngôn ngữ Dựa trên Nội dung: Quan điểm Quốc tế (Susan Ballinger)
Provides a much-needed exploration of professional development for teachers working with content and language.
This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and enable them to play a critical role in the continued success of such programs.
It offers a solid grounding in theories and applications of content-based approaches with empirical studies investigating teacher identity, materials design, use of cognitive discourse functions and best practices for teacher education. Responding to the growing popularity of content-based programs and the shortage of qualified teachers for these contexts, this book promotes teacher-researcher collaboration and provides support for trainee teachers, in-service teachers and course leaders.
CONTENTS:
Susan Ballinger, Diane J. Tedick and Ruth Fielding: Introduction: A Proposal for Change in Content and Language Integrated Teacher Education
Part 1: Practices in Content-Based Teacher Education
Chapter 1. Tom Morton and Ana Llinares: Building Teachers' Knowledge of Cognitive Discourse Functions to Integrate Content and Language
Chapter 2. Diane J. Tedick, Corinne S. Mathieu and Danielle Dupuis: Learning Content and Language Integration: Assessing the Effectiveness of In-Service Professional Development for Immersion Teachers
Chapter 3. Laurent Cammarata, Sylvie Blain and Martine Cavanagh: Teaching Preparation for the Integration of Language and Literacy in the Disciplines: Challenges and Possibilities for Canadian French Immersion
Chapter 4. Vasiliki Spiliotopoulos: Faculty Engagement and Content-Based Language Education: An Appreciative Inquiry Approach to French Teacher Education in Western Canada
Part 2: Teachers' Perspectives on Professional Development
Chapter 5. Peichang (Emily) He: The Impact of CLIL Teacher Professional Development on Teacher Change in Asian Contexts: An Awareness-Knowledge-Practice-Research Model
Chapter 6. T.J. Ó Ceallaigh, Muiris Ó Laoire and Máire Uí Chonghaile: Triggering Teacher Identity Reconfiguration in Secondary Immersion
Chapter 7. Susan Ballinger, Austin Learning, Fred Genesee, Caroline Erdos and Andréanne Langevin: Professional Development and Teacher Content-Language Awareness in Canadian French Immersion
Chapter 8. Ruth Fielding and Lesley Harbon: Teacher Perception of the Link Between Professional Learning and Professional Identities and Confidence in Integrating Content and Language
Chapter 9. Nhlanhla Mpofu and Mncedisi C. Maphalala: South African Content Teachers' Experiences: Integrating English Across the Curriculum as a Continuous Professional Development Practice
Chapter 10. Ulla Fürstenberg, Margit Reitbauer and Petra Kletzenbauer: Creating a Bilingual Space: Translanguaging as a Pedagogical Choice for Tertiary CLIL
Part 3: Teacher-Researcher Collaborations
Chapter 11. Angel M. Y. Lin, Peichang (Emily) He, Michael Kai-yip Tsang and Wai Yin Tse: Professional Co-Development of CLIL Teachers and Teacher Educators in Collaborative Action Research: Thematic-Pattern-Based 'Concept Language Mapping'
Chapter 12. Marianne Turner: Increasing the Knowledge Base of Teacher Educators through Teacher-Researcher Collaboration
Chapter 13. Silvia Rieder-Marschallinger: Creating Content-and-Language-Integrative Materials for the Bilingual History Classroom through Design-Based Research: The Role of Teacher-Researcher Collaboration
Chapter 14. Corinne S. Mathieu: Redesigning Pedagogical Materials for Content and Language Integration: A Materials Perspective for Secondary Dual Language and Immersion Teacher Professional Development
Chapter 15. Limin Yuan and Yuen Yi Lo: Promoting CLIL Teacher Development through a Materials-Driven Model of Teacher-Researcher Collaboration: A Case Study
LINK 3 - TÌM KIẾM SÁCH/TÀI LIỆU ONLINE (GIÁ ƯU ĐÃI NHẤT)
LINK 4 - TÌM KIẾM SÁCH/TÀI LIỆU ONLINE (GIÁ ƯU ĐÃI NHẤT)
EBOOK - Teacher Development for Content-Based Language Education: International Perspectives (Susan Ballinger) 2024
LINK ĐẶT MUA TÀI LIỆU ONLINE 1
LINK ĐẶT MUA TÀI LIỆU ONLINE 2
LINK DOWNLOAD (UPDATING...)
Phát triển Giáo viên cho Giáo dục Ngôn ngữ Dựa trên Nội dung: Quan điểm Quốc tế (Susan Ballinger)
Provides a much-needed exploration of professional development for teachers working with content and language.
This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and enable them to play a critical role in the continued success of such programs.
It offers a solid grounding in theories and applications of content-based approaches with empirical studies investigating teacher identity, materials design, use of cognitive discourse functions and best practices for teacher education. Responding to the growing popularity of content-based programs and the shortage of qualified teachers for these contexts, this book promotes teacher-researcher collaboration and provides support for trainee teachers, in-service teachers and course leaders.
CONTENTS:
Susan Ballinger, Diane J. Tedick and Ruth Fielding: Introduction: A Proposal for Change in Content and Language Integrated Teacher Education
Part 1: Practices in Content-Based Teacher Education
Chapter 1. Tom Morton and Ana Llinares: Building Teachers' Knowledge of Cognitive Discourse Functions to Integrate Content and Language
Chapter 2. Diane J. Tedick, Corinne S. Mathieu and Danielle Dupuis: Learning Content and Language Integration: Assessing the Effectiveness of In-Service Professional Development for Immersion Teachers
Chapter 3. Laurent Cammarata, Sylvie Blain and Martine Cavanagh: Teaching Preparation for the Integration of Language and Literacy in the Disciplines: Challenges and Possibilities for Canadian French Immersion
Chapter 4. Vasiliki Spiliotopoulos: Faculty Engagement and Content-Based Language Education: An Appreciative Inquiry Approach to French Teacher Education in Western Canada
Part 2: Teachers' Perspectives on Professional Development
Chapter 5. Peichang (Emily) He: The Impact of CLIL Teacher Professional Development on Teacher Change in Asian Contexts: An Awareness-Knowledge-Practice-Research Model
Chapter 6. T.J. Ó Ceallaigh, Muiris Ó Laoire and Máire Uí Chonghaile: Triggering Teacher Identity Reconfiguration in Secondary Immersion
Chapter 7. Susan Ballinger, Austin Learning, Fred Genesee, Caroline Erdos and Andréanne Langevin: Professional Development and Teacher Content-Language Awareness in Canadian French Immersion
Chapter 8. Ruth Fielding and Lesley Harbon: Teacher Perception of the Link Between Professional Learning and Professional Identities and Confidence in Integrating Content and Language
Chapter 9. Nhlanhla Mpofu and Mncedisi C. Maphalala: South African Content Teachers' Experiences: Integrating English Across the Curriculum as a Continuous Professional Development Practice
Chapter 10. Ulla Fürstenberg, Margit Reitbauer and Petra Kletzenbauer: Creating a Bilingual Space: Translanguaging as a Pedagogical Choice for Tertiary CLIL
Part 3: Teacher-Researcher Collaborations
Chapter 11. Angel M. Y. Lin, Peichang (Emily) He, Michael Kai-yip Tsang and Wai Yin Tse: Professional Co-Development of CLIL Teachers and Teacher Educators in Collaborative Action Research: Thematic-Pattern-Based 'Concept Language Mapping'
Chapter 12. Marianne Turner: Increasing the Knowledge Base of Teacher Educators through Teacher-Researcher Collaboration
Chapter 13. Silvia Rieder-Marschallinger: Creating Content-and-Language-Integrative Materials for the Bilingual History Classroom through Design-Based Research: The Role of Teacher-Researcher Collaboration
Chapter 14. Corinne S. Mathieu: Redesigning Pedagogical Materials for Content and Language Integration: A Materials Perspective for Secondary Dual Language and Immersion Teacher Professional Development
Chapter 15. Limin Yuan and Yuen Yi Lo: Promoting CLIL Teacher Development through a Materials-Driven Model of Teacher-Researcher Collaboration: A Case Study
LINK 3 - TÌM KIẾM SÁCH/TÀI LIỆU ONLINE (GIÁ ƯU ĐÃI NHẤT)
LINK 4 - TÌM KIẾM SÁCH/TÀI LIỆU ONLINE (GIÁ ƯU ĐÃI NHẤT)
EBOOK - Teacher Development for Content-Based Language Education: International Perspectives (Susan Ballinger) 2024
LINK ĐẶT MUA TÀI LIỆU ONLINE 1
LINK ĐẶT MUA TÀI LIỆU ONLINE 2
LINK DOWNLOAD (UPDATING...)
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