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Verlag: University of Arizona Press, 2013
ISBN 10: 0816530165ISBN 13: 9780816530168
Anbieter: ZBK Books, Carlstadt, NJ, USA
Buch
Zustand: good. Pages and cover are intact. Used book in good and clean conditions. Limited notes marks and highlighting may be present. May show signs of normal shelf wear and bends on edges. Item may be missing CDs or access codes. May include library marks.
Verlag: University of Arizona Press, 2013
ISBN 10: 0816530165ISBN 13: 9780816530168
Anbieter: Midtown Scholar Bookstore, Harrisburg, PA, USA
Buch
Paperback. Zustand: Good. Good - Bumped and creased book with tears to the extremities, but not affecting the text block, may have remainder mark or previous owner's name - GOOD Standard-sized.
Verlag: University of Chicago press, 2013
ISBN 10: 0816530165ISBN 13: 9780816530168
Anbieter: INDOO, Avenel, NJ, USA
Buch
Zustand: New. Brand New.
Verlag: The University of Arizona Press, 2013
ISBN 10: 0816530165ISBN 13: 9780816530168
Anbieter: PBShop.store US, Wood Dale, IL, USA
Buch
PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
Verlag: Univ of Arizona Pr, 2013
ISBN 10: 0816530165ISBN 13: 9780816530168
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
Buch
Paperback. Zustand: Brand New. 160 pages. 9.00x6.00x0.50 inches. In Stock.
Verlag: The University of Arizona Press, 2013
ISBN 10: 0816530165ISBN 13: 9780816530168
Anbieter: PBShop.store UK, Fairford, GLOS, Vereinigtes Königreich
Buch
PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
Verlag: Springer International Publishing AG, Cham, 2023
ISBN 10: 3031318110ISBN 13: 9783031318115
Anbieter: Grand Eagle Retail, Wilmington, DE, USA
Buch Erstausgabe
Hardcover. Zustand: new. Hardcover. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapterbrings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Verlag: Springer International Publishing AG, Cham, 2023
ISBN 10: 3031318110ISBN 13: 9783031318115
Anbieter: CitiRetail, Stevenage, Vereinigtes Königreich
Buch Erstausgabe
Hardcover. Zustand: new. Hardcover. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapter brings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
Verlag: Springer, Berlin|Springer International Publishing|Springer, 2023
ISBN 10: 3031318110ISBN 13: 9783031318115
Anbieter: moluna, Greven, Deutschland
Buch Print-on-Demand
Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action researc.
Verlag: Springer International Publishing AG, Cham, 2023
ISBN 10: 3031318110ISBN 13: 9783031318115
Anbieter: AussieBookSeller, Truganina, VIC, Australien
Buch Erstausgabe
Hardcover. Zustand: new. Hardcover. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapterbrings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies. This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.