This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including: the assessment of multilingual…mehr
This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including: the assessment of multilingual learnersthe impact of dyslexia on bilingualism the literacy challenges facing learners from Indigenous culturesthe role of the SENCO in identifying children with English as an additional language and Dyslexiathe emotional needs of learners with bi/multilingualism and Dyslexia This book will provide guidance to anyone involved in literacy development and language learning. With the increasein international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.
Lindsay Peer, CBE, is an educational and chartered psychologist, international speaker, author and expert witness. Her previously published titles with Routledge include Glue Ear, Dyslexia: Successful Inclusion in Secondary Schools and Introduction to Dyslexia. Gavin Reid is an international consultant and psychologist. His previously published titles with Routledge include The Routledge Companion to Dyslexia , Assessing Children with Specific Learning Difficulties, Dyslexia and Inclusion, Addressing Difficulties in Literacy Development and Meeting Difficulties in Literacy Development.
Inhaltsangabe
Foreword Section 1: Multilingualism, Literacy and Dyslexia: The Context 1. Introduction 2. Dyslexia and learning: theory into practice 3. Dyslexia, Bi/Multilingualism and Otitis Media (Glue Ear): A Sticky Educational Problem! 4. Dyslexia and Multilingualism: a critical perspective 5. Principles and guidelines in test construction for multilingual children 6. Multilingualism: The Role of the Psychologist in Assessment and Intervention 7. Language, literacy, identity and culture: Challenges and responses for Indigenous Maori learners Section 2: Planning Implementing Intervention 8. Language-based literacy interventions: Innovative practice in South Africa 9. Foreign language teacher training on dyslexia: DysTEFL resources 10. EAL, SEND and Dyslexia; the role of the 21st Century SENCO 11. Findings from a Multilingualism Project 12. Dyslexia and Bilingualism: The Case of Children Learning English as an Additional Language 13. Theory and practice in the support of young people and adults with English as an Additional Language and dyslexia, in further and higher education 14. Two Blingual Case Studies From A Specialist Dyslexia Practioner's Perspective - Working In Germany Section 3: Planning and Implementing Intervention 15. Contradictions/dilemmas around differentiation in and out of class for students with dyslexia studying EFL 16. Approaching Dyslexia and Multiple Languages 17. The development of reading skills in children provided simultaneous instruction in two distinct writing systems 18. The emotional and mental health challenges of acculturation, multilingual stress and migration 19. Policy Considerations in Addressing the Needs of L2 Learners Who May Have Dyslexia 20. Neighbor Languages in Scandinavia in a Multilingual World Post Script
Foreword Section 1: Multilingualism, Literacy and Dyslexia: The Context 1. Introduction 2. Dyslexia and learning: theory into practice 3. Dyslexia, Bi/Multilingualism and Otitis Media (Glue Ear): A Sticky Educational Problem! 4. Dyslexia and Multilingualism: a critical perspective 5. Principles and guidelines in test construction for multilingual children 6. Multilingualism: The Role of the Psychologist in Assessment and Intervention 7. Language, literacy, identity and culture: Challenges and responses for Indigenous Maori learners Section 2: Planning Implementing Intervention 8. Language-based literacy interventions: Innovative practice in South Africa 9. Foreign language teacher training on dyslexia: DysTEFL resources 10. EAL, SEND and Dyslexia; the role of the 21st Century SENCO 11. Findings from a Multilingualism Project 12. Dyslexia and Bilingualism: The Case of Children Learning English as an Additional Language 13. Theory and practice in the support of young people and adults with English as an Additional Language and dyslexia, in further and higher education 14. Two Blingual Case Studies From A Specialist Dyslexia Practioner's Perspective - Working In Germany Section 3: Planning and Implementing Intervention 15. Contradictions/dilemmas around differentiation in and out of class for students with dyslexia studying EFL 16. Approaching Dyslexia and Multiple Languages 17. The development of reading skills in children provided simultaneous instruction in two distinct writing systems 18. The emotional and mental health challenges of acculturation, multilingual stress and migration 19. Policy Considerations in Addressing the Needs of L2 Learners Who May Have Dyslexia 20. Neighbor Languages in Scandinavia in a Multilingual World Post Script
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