Learning through Language

Herausgeber: Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith

• Gebundenes Buch

Produktbeschreibung

Explores how children develop linguistic and literary competence from early childhood into adolescence, in a diverse range of linguistic contexts.

Produktdetails

• Verlag: Cambridge University Press
• Seitenzahl: 348
• Erscheinungstermin: 26. April 2019
• Englisch
• Abmessung: 235mm x 157mm x 23mm
• Gewicht: 657g
• ISBN-13: 9781107169357
• ISBN-10: 1107169356
• Artikelnr.: 54469479

Inhaltsangabe

1. Learning through language Vibeke Grøver, Paola Uccelli, Meredith L. Rowe
and Elena Lieven; Part I. Learning through Language during the Preschool
and Early Elementary School Years: 2. Input, interaction and learning in
early language development Elena Lieven; 3. Infants want input Paul L.
Harris; 4. Learning more than language through language during early
childhood Meredith L. Rowe; 5. Food for thought: turning everyday family
practices into opportunities to develop rich language and literacy
abilities in Latino children Diana Leyva and Lauren Skorb; 6. Theory- and
evidence-based language learning and teaching for young children: promoting
interactive talk in the classroom Young-Suk Grace Kim and Joonmo Yun; 7.
The relationship between early childhood development and later elementary
school performance in Chile Andrea Rolla, Macarena Alvarado, Bernardo
Atuesta, Marcela Marzolo, Ernesto Treviño, Hirokazu Yoshikawa and
Marycatherine Arbour; Discussion: reflections on learning through language
from infancy to preschool and early elementary school years Ageliki
Nicolopoulou; Part II. Learning through Language during the Middle School
and Early Adolescent Years: 8. Learning the language for school literacy:
research insights and a vision for a cross-linguistic research program
Paola Uccelli; 9. Observational research on vocabulary and comprehension in
upper elementary school classrooms Rebecca D. Silverman and Anna M.
Hartranft; 10. Improving struggling readers' literacy skills through talk
about text Lowry Hemphill, James Kim and Margaret Troyer; 11. Classroom
conversations as support for vocabulary learning: examining teacher talk as
input for student learning Evelyn Ford-Connors and Catherine O'Connor; 12.
Measurement of reading comprehension processing and growth Gina Biancarosa;
Discussion 1: time, complexity, and the enduring importance of words: key
themes in language learning in the middle years P. David Pearson;
Discussion 2: the road - via education - to humane social relationships is
driven by language (and literacy) Robert L. Selman; Part III. Learning
through More than One Language: 13. Young bilinguals' extended discourse
skills: the role of perspective-taking Vibeke Grøver; 14. How does
vocabulary instruction during book reading help Chinese young minority
children learn vocabulary in two languages? Si Chen; 15. Young monolingual
and bilingual children's exposure to academic language as related to
language development and school achievement: the DASH-project Paul P. M.
Leseman, Lotte F. Henrichs, Elma Blom and Josje Verhagen; 16.
Cross-linguistic relations among bilingual and biliterate learners C.
Patrick Proctor and Qianqian Zhang-Wu; 17. Pushing the limits: dual
language proficiency and reading development in the US and Canada Yuuko
Uchikoshi and Stefka H. Marinova-Todd; Discussion 1: bilingualism as action
Sara Rutherford-Quach and Kenji Hakuta; Discussion 2: multilingualism and
socioeconomic development Robert A. LeVine.