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Content and Language Integrated Learning in Monolingual Settings: New Insights from the Spanish Context (Multilingual Education #38)
by María Luisa Pérez CañadoThis book offers new empirical insights into the current state of Content and Language Integrated Learning (CLIL) characterisation (through an innovative proposal to link CLIL to English as a Lingua Franca), implementation (via observation protocols and SWOT analyses), and research (by examining the effects of CLIL on the L1, foreign language, key competences, and content subjects taught through English). The book provides a state of the art of the CLIL arena, identifies the chief challenges that need to be addressed and signposts possible ways of overcoming these in order to continue advancing smoothly into the next decade of CLIL development. This book will be of interest to researchers, policy-makers, educational authorities, and practitioners as it will assist them in making informed decisions about how to characterise, implement, and investigate CLIL in the bi- and plurilingual programs that are more frequently introduced in monolingual contexts.
Content and Language Integrated Learning in South America (Multilingual Education #46)
by Yolanda Ruiz de Zarobe Darío Luis BanegasCLIL is a pedagogical approach which has gained traction in different educational and geographical contexts as a key tool in language learning and teaching. After more than 25 years of implementation, we can assert that we have learned a great deal about what CLIL entails. However, it is also true that we still need to contextualise the approach in order to clearly delimit what CLIL has to offer in each setting. This is precisely the aim of this book. This volume focuses on CLIL in South American contexts. It identifies, clarifies and offers insights into issues related to its characterisation and implementation, as well as teacher education. With contributions from a prestigious array of scholars and practitioners from various parts of South America, it also highlights some of the achievements and challenges in the process of implementing CLIL in the region. Against the backdrop of South American contexts, this book aims to provide a useful and innovative lens through which policy makers, researchers and teachers will find significant implications for the development of CLIL.
Content and Language Integrated Learning in Spanish and Japanese Contexts: Policy, Practice and Pedagogy
by Keiko Tsuchiya María Dolores Pérez MurilloThis edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.
Content Area Literacy: An Integrated Approach
by John Readence Thomas W. Bean R. Scott BaldwinThe 10th edition of Content Area Literacy focuses on developing 21st century learners who are adept at reading and critiquing multiple texts. Organized into two parts: Learning with Text and Technology and Teaching and Learning Strategies, this edition has a redesigned page format that provides teachers quick and easy access to concepts, ideas, and strategies.
Content Area Literacy Strategies That Work: Do This, Not That!
by Lori G. WilfongContent area teachers are now being tasked with incorporating reading and writing instruction, but what works? In this essential book from Routledge and AMLE, author Lori G. Wilfong describes ten best practices for content area literacy and how to implement them in the middle-level classroom. She also points out practices that should be avoided, helping you figure out which ideas to ditch and which to embrace. Topics covered include… Building background knowledge quickly Using specific strategies to scaffold focus while reading Using small group reading strategies to bring personal response and accountability to the content Understanding items that make reading in different disciplines unique Teaching content area vocabulary in meaningful ways Making writing an authentic process through daily and weekly assignments Planning and teaching effective informational and argumentative pieces Each chapter includes Common Core connections and practical templates and tools. The templates are available as free eResources so you can easily print them for classroom use.
Content Area Reading and Learning: Instructional Strategies (3rd Edition)
by James Flood Diane Lapp Nancy FarnanHow can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. This book is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms. Pedagogical features in each chapter include: a graphic organizer; a chapter overview, Think Before, Think While and Think After Reading Activities - which are designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions.This textbook is intended as a primary text for courses on middle and high school content area literacy and learning.
Content Area Reading and Learning: Instructional Strategies
by Diane Lapp James Flood Nancy FarnanHow can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition The latest information on literacy strategies in every content area Research-based strategies for teaching students to read informational texts Up-to-date information for differentiating instruction for English-speaking and non-English speaking students An examination of youth culture and the role it plays in student learning A look at authentic learning in contexts related to the world of work Ways of using technology and media literacy to support content learning Suggestions for using writing in every content area to enhance student learning Ideas for using multiple texts for learning content A focus on the assessment-instruction connection Strategies for engaging and motivating students Content Area Reading and Learning: Instructional Strategies, Third Edition, is intended as a primary text for courses on middle and high school content area literacy and learning.
Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms
by Victoria R. Gillis George L. Boggs Donna E. AlvermannA focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. Set up to ensure comprehension, the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. This edition of Content Area Reading and Literacy features three full chapters focusing on writing instruction, integrates culture and diversity throughout, and expands or reemphasizes important topics, such as life-long readers and learners beyond the printed text, close and critical reading in discipline-appropriate ways, evidence-based writing, and multimodal texts.
Content-Area Writing: Every Teacher's Guide
by Harvey Daniels Steven Zemelman Nancy SteinekeThere are three truths about teaching writing, one that's widely known, one that isn't, and one that will change your teaching forever: the ability to write is essential for students in every subject area writing is the most powerful and efficient tool that teachers have for helping students connect with content and deepen their understanding of it every teacher, including you, is ready to coach middle and secondary writers successfully right now. No matter what subject you teach, Content-Area Writing is for you, especially if you're juggling broad curriculum mandates, thick textbooks, and severe time constraints. It not only shows that incorporating carefully structured writing activities into your lessons actually increases understanding and achievement, but also proves how writing can save, not consume, valuable instructional time. Following up on Subjects Matter - the book that changed how tens of thousands of language arts, math, science, and social studies teachers use reading in their classrooms - Harvey Daniels, Steven Zemelman, and Nancy Steineke now present the most thorough and practical exploration available of writing in the subject areas. Content-Area Writing guides you strategically through the two major types of writing that every student must know: Writing to Learn: the quick, exploratory, and extemporaneous in-class writing that helps kids engage deeply with content, build connections, and retain what they've learned, Public Writing: planned, constructed, and polished writing in which students demonstrate knowledge and reflect on what they've learned. With their contagious combination of humor, irreverence, and classroom smarts, Daniels, Zemelman, and Steineke give you dozens of valuable lessons for encouraging growth in both types of writing with subject-specific ideas for planning, organizing, and teaching, as well as samples of student work and guidelines for evaluation and assessment. They also include detailed information on how their strategies fit into the writing process, how they can be used in writing workshops across the curriculum, and how they prepare students for testing and other on-demand writing situations. With writing, you can help students learn better, retain more, meet content- and skills-based standards, and tackle any test with confidence. No matter what you teach, read Content-Area Writing and discover for yourself that classroom time spent writing is classroom time well spent.
Content-Based College ESL Instruction
by Donna M. Brinton Loretta F. Kasper Marcia Babbitt Rebecca William Mlynarczyk Judith W. RosenthalThis book is carefully designed to inform and train readers in the techniques of content-based ESL instruction and to assist them in developing and implementing content-based materials and programs appropriate to their educational institutions and situations. Every chapter presents a balance of theory and practice, focusing on a detailed description, with clear examples of classroom practices including information, suggestions, and instructional tools. Each chapter addresses assessment issues as they apply to the particular methodology described.
Content-Based Curriculum for Advanced Learners
by Joyce VanTassel-Baska and Catherine A. LittleThe fourth edition of Content-Based Curriculum for High-Ability Learners provides readers with a complete and up-to-date introduction to core elements of curriculum development in gifted education with implications for school-based implementation. Written by key experts in the field, this text is essential to the development of high-powered, rich, and complex curricula that treat content, process, product, and concept development considerations as equal partners in the task of educating gifted learners. Along with revised chapters, this edition contains new chapters on culturally responsive curriculum, the performing arts, robotics, and engineering design, as well as social and emotional learning. Additional material concerning talent trajectories across the lifespan accompanies a discussion of honors curriculum in higher education, rounding out this comprehensive resource. This master text is a must read for educators interested in executing effective curriculum and instructional interventions to support learning for gifted and advanced learners.
Content-Based Instruction: What Every ESL Teacher Needs to Know
by Marguerite Ann Snow Donna M. Brinton“CBI is a highly flexible approach that provides a powerful means of structuring the syllabus for both general purpose and EAP courses." ?---Marguerite Ann Snow and Donna M. Brinton In this e-single, Snow and Brinton, editors of the Second Edition of The Content-Based Classroom: New Perspectives on Integrating Language and Content (2017), explain how “content-based instruction (CBI) is a vibrant approach to curriculum design that is able to ‘flex’ to fit a wide variety of student populations, settings, and program goals.” The ebook introduces readers to the concept of CBI through a brief history and countless examples of many ways this approach can be applied across settings and programs. Whether readers want to deepen their understanding of CBI or get ideas for their own teaching situation, this book provides: * an overview of CBI, including the three prototype models (theme-based, sheltered, adjunct) * a discussion of new models: sustained content language teaching, content and language-integrated learning, English-medium instruction, adjunct models, and other hybrid models * a rationale for CBI, including support from SLA and other research * an examination of issues that arise in implementation * a research agenda for CBI * further readings. Each section includes reflection questions designed to guide readers to consider how best to implement CBI in their course and program.
Content-Based Language Teaching
by Roy LysterThis module explores the content-driven approach to language teaching, or the teaching of nonlinguistic content such as geography, history, or science using the target language. It lays out effective techniques that help facilitate students’ comprehension of curricular content and also discusses how teacher collaboration and students’ L1s affect this approach to language teaching. With an instructional sequence comprising noticing, awareness, and practice activities as well as examples of content-and-language integrated units, the Content-Based Language Teaching module is the ideal main textbook for instructors seeking a clear and practical treatment of the topic for their courses, which can also be taught in conjunction with other modules in the series.
Content Matters: A Disciplinary Literacy Approach to Improving Student Learning
by Stephanie M. Mcconachie Anthony R. Petrosky Lauren B. ResnickAn authoritative guide for improving teaching, learning, and literacy in content area classrooms This book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by acclaimed educator Lauren Resnick, the framework is designed to prepare students, grades 6 and up, to master the rigorous academic content learning required for college success. Unlike 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. Highly practical, the book shows teachers how to integrate literacy development and thinking practices into their routine content instruction, with separate chapters devoted to math, science, history, and English/language arts. The book also shows how school instructional leaders can support teachers in learning and using this instructional approach. Offers an innovative approach for improving literacy, thinking, and content learning in secondary students Includes detailed instructional guidance plus numerous classroom examples of lessons, dialogs, and teaching routines Features chapters on each of the content areas-math, science, language arts, and social sciences Provides leadership guidance in implementing the method Foreword written by internationally acclaimed educator and cognitive scientist Lauren Resnick
The Content of the Form: Narrative Discourse and Historical Representation
by Hayden WhiteHayden White probes the notion of authority in art and literature and examines the problems of meaning—its production, distribution, and consumption—in different historical epochs. In the end, he suggests, the only meaning that history can have is the kind that a narrative imagination gives to it. The secret of the process by which consciousness invests history with meaning resides in "the content of the form," in the way our narrative capacities transform the present into a fulfillment of a past from which we would wish to have descended.
Content Production for Digital Media: An Introduction
by John Weldon Jay Daniel ThompsonThis book provides an introduction to digital media content production in the twenty-first century. It explores the kinds of content production that are undertaken in professions that include journalism, public relations and marketing. The book provides an insight into content moderation and addresses the legal and ethical issues that content producers face, as well as how these issues can be effectively managed. Chapters also contain interviews with media professionals, and quizzes that allow readers to consolidate the knowledge they have gathered through their reading of that chapter.
Content Strategy: A How-to Guide (ATTW Series in Technical and Professional Communication)
by Guiseppe Getto Jack T. Labriola Sheryl RuszkiewiczThis comprehensive text provides a how-to guide for content strategy, enabling students and professionals to understand and master the skills needed to develop and manage technical content in a range of professional contexts. The landscape of technical communication has been revolutionized by emerging technologies such as content management systems, open-source information architecture, and application programming interfaces that change the ways professionals create, edit, manage, and deliver content. This textbook helps students and professionals develop relevant skills for this changing marketplace. It takes readers through essential skills including audience analysis; content auditing; assembling content strategy plans; collaborating with other content developers; identifying appropriate channels of communication; and designing, delivering, and maintaining genres appropriate to those channels. It contains knowledge and best practices gleaned from decades of research and practice in content strategy and provides its audience with a thorough introductory text in this essential area. Content Strategy works as a core or supplemental textbook for undergraduate and graduate classes, as well as certification courses, in content strategy, content management, and technical communication. It also provides an accessible introduction for professionals looking to develop their skills and knowledge.
Content Strategy in Technical Communication: A How-to Guide (ATTW Series in Technical and Professional Communication)
by Guiseppe Getto Jack T. Labriola Sheryl RuszkiewiczContent Strategy in Technical Communication provides a balanced, comprehensive overview of the current state of content strategy within the field of technical communication while showcasing groundbreaking work in the field. Emerging technologies such as content management systems, social media platforms, open source information architectures, and application programming interfaces provide new opportunities for the creation, publication, and delivery of content. Technical communicators are now sometimes responsible for such diverse roles as content management, content auditing, and search engine optimization. At the same time, we are seeing remarkable growth in jobs devoted to these other content-centric skills. This book provides a roadmap including best practices, pedagogies for teaching, and implications for research in these areas. It covers elements of content strategy as diverse as "Editing Content for Global Reuse" and "Teaching Content Strategy to Graduate Students with Real Clients," while giving equal weight to professional best practices and to pedagogy for content strategy. This book is an essential resource for professionals, students, and scholars throughout the field of technical communication.
Contentment in Contention: Acceptance versus Aspiration
by Beverley SouthgateSouthgate draws on ideas within history, philosophy, literature, psychology, and theology to explore two traditions: contentment with our situation as it is, and the aspiration to transcend it. He discusses the possibility of escape from intellectual constraints, and advocates a positive 'duty of discontent', and its implications.
Contest for Citizenship and Collective Violence During China’s Cultural Revolution (IPP Studies in the Frontiers of China’s Public Policy)
by Yang LijunThis book has been groundbreaking for scholars of the Cultural Revolution, but hitherto was only available in Japanese and Chinese. This edition allows English-language readers to access the work for the first time. The author explains how political struggles within the state, competing sectarian interests, and other complex factors intertwined to produce various forms of collective violence that had a major impact on the political, economic, and social order of the time.
Contest of Faculties: Philosophy and Theory after Deconstruction (Routledge Revivals)
by Christopher NorrisThis Routledge Revival, first published in 1985, gives detailed attention to the bearing of literary theory on questions of truth, meaning and reference. On the one hand, deconstruction brings a vigilant awareness of the figural and narrative tropes that make up the discourse of philosophic reason. On the other it insists that argumentative rigour cannot be divorced from the kind of close reading that has come to characterize literary theory in its more advanced or speculative forms. This present-day ‘contest of faculties’ has large implications for philosophers and critics, many of whom will welcome the reissue of such a clear-headed statement of the impact of deconstruction.
Contestation in Civil Society: Noise, Listening and Civil Action (Routledge Studies in Media, Communication, and Politics)
by Stefanie PukallusContestation in Civil Society looks at the dynamic relationship between noise, listening and civil action as the key to understanding how societies communicatively make decisions about their internal and external boundaries.By focusing on the three components of noise, listening and civil action, the book moves attention away from an exclusive focus on what is being communicated – the communicator, the statement, the speech and so on. It argues that what is being communicated – the noise – does not lead in and of itself to civil action but rather that the audience – the listeners – plays a crucial role in determining what the noise means, whether it is judged legitimate or not and whether any civil action should be taken.Exploring how the relationship between noise, listening and civil action plays out within the context of contestation will interest academics and scholars of political studies, political philosophy, communication, sociology, media and cultural studies.
The Contestation of Patriarchy in Luis Martín-Santos' Work
by Miquel BotaThis book proposes that Spanish author Luis Martín-Santos’ work focuses on the effects of patriarchy and hegemonic masculinity on men, to actively contribute to freeing both men and women from the yoke of patriarchy. It aims for a new resonance of Luis Martín-Santos. It analyzes the influence of Heidegger, Freud and Sartre in Martín-Santos’ psychiatric essays and his fictional works: the novel Tiempo de silencio (Time of Silence), the collection of short stories Apólogos, and the posthumous fragment Tiempo de destrucción (Time of Destruction). It demonstrates that alongside the political critique of Franco’s dictatorship, Martín-Santos’ creative writings are an attempt to destroy the prevalent masculine myths of Western patriarchy, and a proposal to create new myths for the future.
A Contested Caribbean Indigeneity: Language, Social Practice, and Identity within Puerto Rican Taíno Activism (Critical Caribbean Studies)
by Sherina Feliciano-SantosA Contested Caribbean Indigeneity is an in-depth analysis of the debates surrounding Taíno/Boricua activism in Puerto Rico and the Caribbean diaspora in New York City. Drawing on in-depth ethnographic research, media analysis, and historical documents, the book explores the varied experiences and motivations of Taíno/Boricua activists as well as the alternative fonts of authority they draw on to claim what is commonly thought to be an extinct ethnic category. It explores the historical and interactional challenges involved in claiming membership in, what for many Puerto Ricans, is an impossible affiliation. In focusing on Taíno/Boricua activism, the books aims to identify a critical space from which to analyze and decolonize ethnoracial ideologies of Puerto Ricanness, issues of class and education, Puerto Rican nationalisms and colonialisms, as well as important questions regarding narrative, historical memory, and belonging.
Contested Criminalities in Zimbabwean Fiction (Routledge Contemporary Africa)
by Tendai MangenaThis book addresses the ways in which writers deploy the trope of contested criminality to expose Zimbabwe's socially and politically oppressive cultures in a wide range of novels and short stories published in English between 1994 and 2016. Some of the most influential authors that are examined in this book are Yvonne Vera, Petina Gappah, NoViolet Bulawayo, Brian Chikwava, Christopher Mlalazi, Tendai Huchu and Virginia Phiri. The author uses the Zimbabwean experience to engage with critical issues facing the African continent and the world, providing a thoughtful reading of contemporary debates on illegal migration, homophobia, state criminality and gender inequalities. The thematic focus of the book represents a departure from what Schulze-Engler notes elsewhere as postcolonial discourse’s habit of suggesting that the legacies of colonialism and the predominance of the ‘global North’ are responsible for injustice in the Global South. Using the context of Zimbabwe, it is shown that colonialism is not the only image of violence and injustice, but that there are other forms of injustice that are of local origin. Throughout the book, it is argued that in speaking about contested criminalities, writers call attention to the fact that laws are violated, some laws are unjust and some crimes are henceforth justified. In this sense crime, (in)justice and the law are portrayed as unstable concepts.