Peter mickan (111 Ergebnisse)

Paperback. Zustand: new. Paperback. The essays in this book have been written for teachers and education students. They are investigations into teaching, learning and language use in various settings, mainly ESL and EFL. The essays in this book have been written for teachers and education students. They are investigations into teaching, learning and language use in various settings, mainly ESL and EFL. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. …

Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

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Paperback. Zustand: New. This book applies social theory to curriculum design and sets out a program for language curriculum renewal for the 21st century. It includes many examples of text-based curricula and describes a plan for curriculum renewal based on texts as the unit of analysis for planning, for teaching and for assessment. Underpinned by Halliday's semiotic theory of language, the book combines the theory of language as a resource for meaning-making with learning language as learning to mean. The curriculum design constructs curriculum around social practices and their texts rather than presenting language as grammatical and lexical objects. This work will provide teachers, teacher educators and curriculum planners with a curriculum model for teaching children and adults in different contexts from preschool to adult education as well as serving as a practical guide for students.…

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PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Zustand: Brand New. 216 pages. 8.00x5.25x0.49 inches. In Stock.

Paperback. Zustand: new. Paperback. This book applies social theory to curriculum design and sets out a program for language curriculum renewal for the 21st century. It includes many examples of text-based curricula and describes a plan for curriculum renewal based on texts as the unit of analysis for planning, for teaching and for assessment. Underpinned by Halliday's semiotic theory of language, the book combines the theory of language as a resource for meaning-making with learning language as learning to mean. The curriculum design constructs curriculum around social practices and their texts rather than presenting language as grammatical and lexical objects. This work will provide teachers, teacher educators and curriculum planners with a curriculum model for teaching children and adults in different contexts from preschool to adult education as well as serving as a practical guide for students. This book fills a gap in language education through the application of social theory to curriculum design. It describes an integrated theoretical framework for curriculum design and presents examples of text-based curriculum. It provides a curriculum model for teaching children and adults in different contexts from preschool to adult education. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Paperback. Zustand: New. This book applies social theory to curriculum design and sets out a program for language curriculum renewal for the 21st century. It includes many examples of text-based curricula and describes a plan for curriculum renewal based on texts as the unit of analysis for planning, for teaching and for assessment. Underpinned by Halliday's semiotic theory of language, the book combines the theory of language as a resource for meaning-making with learning language as learning to mean. The curriculum design constructs curriculum around social practices and their texts rather than presenting language as grammatical and lexical objects. This work will provide teachers, teacher educators and curriculum planners with a curriculum model for teaching children and adults in different contexts from preschool to adult education as well as serving as a practical guide for students.…

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Paperback. Zustand: New. Brand new book, sourced directly from publisher. Dispatch time is 7-8 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Paperback. Zustand: Brand New. 133 pages. 8.50x6.00x0.50 inches. In Stock.

Zustand: As New. Unread book in perfect condition.

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Paperback. Zustand: new. Paperback. The essays in this book have been written for teachers and education students. They are investigations into teaching, learning and language use in various settings, mainly ESL and EFL. The essays in this book have been written for teachers and education students. They are investigations into teaching, learning and language use in various settings, mainly ESL and EFL. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. …

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Paperback. Zustand: New. Brand new book, sourced directly from publisher. Dispatch time is 7-8 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Zustand: As New. Unread book in perfect condition.

Zustand: New.

Zustand: New.

Zustand: As New. Unread book in perfect condition.

Paperback / softback. Zustand: New. New copy - Usually dispatched within 4 working days.

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Paperback. Zustand: New. This book applies social theory to curriculum design and sets out a program for language curriculum renewal for the 21st century. It includes many examples of text-based curricula and describes a plan for curriculum renewal based on texts as the unit of analysis for planning, for teaching and for assessment. Underpinned by Halliday's semiotic theory of language, the book combines the theory of language as a resource for meaning-making with learning language as learning to mean. The curriculum design constructs curriculum around social practices and their texts rather than presenting language as grammatical and lexical objects. This work will provide teachers, teacher educators and curriculum planners with a curriculum model for teaching children and adults in different contexts from preschool to adult education as well as serving as a practical guide for students.…

Paperback. Zustand: new. Paperback. This book applies social theory to curriculum design and sets out a program for language curriculum renewal for the 21st century. It includes many examples of text-based curricula and describes a plan for curriculum renewal based on texts as the unit of analysis for planning, for teaching and for assessment. Underpinned by Halliday's semiotic theory of language, the book combines the theory of language as a resource for meaning-making with learning language as learning to mean. The curriculum design constructs curriculum around social practices and their texts rather than presenting language as grammatical and lexical objects. This work will provide teachers, teacher educators and curriculum planners with a curriculum model for teaching children and adults in different contexts from preschool to adult education as well as serving as a practical guide for students. This book fills a gap in language education through the application of social theory to curriculum design. It describes an integrated theoretical framework for curriculum design and presents examples of text-based curriculum. It provides a curriculum model for teaching children and adults in different contexts from preschool to adult education. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Zustand: As New. Unread book in perfect condition.

Hardcover. Zustand: Good. 2017 Palgrave hardcover edition. Light reading wear, rubbing to back cover else very good condition. Contents: Chapter 1 is 'Introduction: Text-Based Research and Teaching' by Elise Lopez and Peter Mickan. Chapter 2 is 'Text-Based Research and Teaching from a Social Semiotic Perspective: Transformative Research and Pedagogy' by Peter Mickan. Chapter 3 is 'A Month of Climate Change in Australia: A Corpus-Driven Analysis of Media Discourse' by Elizabeth Robertson Rose. Chapter 4 is 'Neoliberal Ideology Only 'Partially' to Blame in the Global Financial Crisis? A Critical Discourse Analysis of Alan Greenspan's Public Discourses on the 2007/8 GFC' by Coral Campbell. Chapter 5 is 'Social Semiotic Multimodal Analysis of Discourse in Banking' by Amanda Janssen. Chapter 6 is 'Locating Multiple Voices in Memoir: Modelling Voice Through Analysis of Interpersonal Linguistic Choices' by Elise Lopez. Chapter 7 is 'The Generic Structure of the Call for Papers of Predatory Journals: A Social Semiotic Perspective' by Ribut Wahyudi. Chapter 8 is 'Talking About Children's Picture Books: An Analysis of Student Questioning' by Celine P. Y. Chu. Chapter 9 is 'Text-Based Teaching in a Year 8 Chinese Class' by Maggie Gu. Chapter 10 is 'A Socio-Semiotic Perspective on a Unit of Work in an Indonesian Textbook' by Ruth Widiastuti and Celine P. Y. Chu. Chapter 11 is 'The Text-Based Approach in the German as Foreign Language Secondary Classroom' by Melissa Bond. Chapter 12 is 'Spoken Texts in a High-Stakes EFL Test in Korea: Impact on High School English Teaching' by Jonghee Lee. Chapter 13 is 'Text: A Means for Language Socialisation in Communities of Practice' by Sharif Moghaddam. Chapter 14 is 'Self-Learning a Foreign Language Through Literature: A Case-Study of a Self-Learner's Socialisation into Czech Through Czech Literature' by Raelke Grimmer. Chapter 15 is 'Thematic Options and Success in ESL Writing: An Analysis of Promotional Texts' by Debbie G.E. Ho. Chapter 16 is 'Using Student-Selected Texts in Speaking Classes' by Hasti Rahmaningtyas, Yusnita Febrianti, and Nina Inayati. Chapter 17 is 'Now We Are All Friends: An Exploratory Action Research Project Examining the Use of a Facebook Group for Language Learning' by Clare Knox. Chapter 18 is 'Academic Literacies in the Field of Interior Architecture: A Multimodal Analysis' by Tiffany Seok Yee Wong. Chapter 19 is 'Documentation, Renewal, and Semiotic Mediation: Continuing Text-Based Research and Teaching' by Peter Mickan and Elise Lopez.…