Paul A Malovrh, Nina Moreno
Second Language Identity
Awareness, Ideology, and Assessment in Higher Education
Paul A Malovrh, Nina Moreno
Second Language Identity
Awareness, Ideology, and Assessment in Higher Education
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"Based on both qualitative and quantitative data, this pioneering book explores the concepts of second language advancedness (L2) in the context of higher education's need to meet the challenges of an increasingly globalized world. Comprehensive yet engaging, it is essential reading for instructors of L2 language, literature and culture alike"--
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"Based on both qualitative and quantitative data, this pioneering book explores the concepts of second language advancedness (L2) in the context of higher education's need to meet the challenges of an increasingly globalized world. Comprehensive yet engaging, it is essential reading for instructors of L2 language, literature and culture alike"--
Produktdetails
- Produktdetails
- Verlag: Cambridge University Press
- Seitenzahl: 320
- Erscheinungstermin: 10. August 2023
- Englisch
- Abmessung: 229mm x 152mm x 19mm
- Gewicht: 590g
- ISBN-13: 9781107173132
- ISBN-10: 1107173132
- Artikelnr.: 67477167
- Verlag: Cambridge University Press
- Seitenzahl: 320
- Erscheinungstermin: 10. August 2023
- Englisch
- Abmessung: 229mm x 152mm x 19mm
- Gewicht: 590g
- ISBN-13: 9781107173132
- ISBN-10: 1107173132
- Artikelnr.: 67477167
Paul A. Malovrh is Associate Professor of Hispanic Linguistics and Spanish Program Director at the University of South Carolina. Notable publications include Advancedness in Second Language Spanish (co-editor, Benjamins, 2021) and The Handbook of Advanced Pröciency in Second Language Acquisition (co-editor, Wiley, 2018).
Preface; Acknowledgements; List of Figures; List of Tables; 1. On Actors,
Architecture, and L2 Advancedness in Higher Education; Part I. Advancedness
and the L2 Learner: Student Beliefs and Awareness Regarding Advancedness;
2. Advancedness, Advanced Proficiency, and L2-Spanish Learner Identity; 3.
A Quantitative Analysis of L2 Learners' Beliefs Regarding Advanced L2-
Spanish and Their Perceptions of Advancedness; 4. Can L2 Learners Imagine
Advancedness? A Qualitative Study of Language Awareness and the Development
of L2 Identity; Part II. Variable Notions of Advancedness: Institutional,
Professional, and Social Perspectives; 5. Language Departments'
Architecture, Ideology, and Mission Regarding L2 Advancedness; 6. A
Quantitative Analysis of Variability in Perceptions of L2 Advancedness
Among Practitioners, Researchers, and Administrators in Higher Education;
7. A Qualitative Analysis of Language Professionals' Descriptions of Their
Ideology and Assessment of Advanced L2 Spanish; Part III. Assessment,
Identity, and Critical Language Awareness as Markers of Advancedness: 8.
Assessing Advancedness in the Age of Identity Construction and Global
Citizenship; 9. A Quantitative Analysis of L2 Identity and Critical
Language Awareness; 10. Imagining Global Citizenship and Intercultural
Competence: A Mixed-Methods Analysis of L2 Learner Perceptions and Behavior
in Contexts of Identity Co-Construction; 11. Sociocognitive Awareness of L2
Advancedness in Higher Education: A New Parlance for a Changing World;
Bibliography; Appendices; Index.
Architecture, and L2 Advancedness in Higher Education; Part I. Advancedness
and the L2 Learner: Student Beliefs and Awareness Regarding Advancedness;
2. Advancedness, Advanced Proficiency, and L2-Spanish Learner Identity; 3.
A Quantitative Analysis of L2 Learners' Beliefs Regarding Advanced L2-
Spanish and Their Perceptions of Advancedness; 4. Can L2 Learners Imagine
Advancedness? A Qualitative Study of Language Awareness and the Development
of L2 Identity; Part II. Variable Notions of Advancedness: Institutional,
Professional, and Social Perspectives; 5. Language Departments'
Architecture, Ideology, and Mission Regarding L2 Advancedness; 6. A
Quantitative Analysis of Variability in Perceptions of L2 Advancedness
Among Practitioners, Researchers, and Administrators in Higher Education;
7. A Qualitative Analysis of Language Professionals' Descriptions of Their
Ideology and Assessment of Advanced L2 Spanish; Part III. Assessment,
Identity, and Critical Language Awareness as Markers of Advancedness: 8.
Assessing Advancedness in the Age of Identity Construction and Global
Citizenship; 9. A Quantitative Analysis of L2 Identity and Critical
Language Awareness; 10. Imagining Global Citizenship and Intercultural
Competence: A Mixed-Methods Analysis of L2 Learner Perceptions and Behavior
in Contexts of Identity Co-Construction; 11. Sociocognitive Awareness of L2
Advancedness in Higher Education: A New Parlance for a Changing World;
Bibliography; Appendices; Index.
Preface; Acknowledgements; List of Figures; List of Tables; 1. On Actors,
Architecture, and L2 Advancedness in Higher Education; Part I. Advancedness
and the L2 Learner: Student Beliefs and Awareness Regarding Advancedness;
2. Advancedness, Advanced Proficiency, and L2-Spanish Learner Identity; 3.
A Quantitative Analysis of L2 Learners' Beliefs Regarding Advanced L2-
Spanish and Their Perceptions of Advancedness; 4. Can L2 Learners Imagine
Advancedness? A Qualitative Study of Language Awareness and the Development
of L2 Identity; Part II. Variable Notions of Advancedness: Institutional,
Professional, and Social Perspectives; 5. Language Departments'
Architecture, Ideology, and Mission Regarding L2 Advancedness; 6. A
Quantitative Analysis of Variability in Perceptions of L2 Advancedness
Among Practitioners, Researchers, and Administrators in Higher Education;
7. A Qualitative Analysis of Language Professionals' Descriptions of Their
Ideology and Assessment of Advanced L2 Spanish; Part III. Assessment,
Identity, and Critical Language Awareness as Markers of Advancedness: 8.
Assessing Advancedness in the Age of Identity Construction and Global
Citizenship; 9. A Quantitative Analysis of L2 Identity and Critical
Language Awareness; 10. Imagining Global Citizenship and Intercultural
Competence: A Mixed-Methods Analysis of L2 Learner Perceptions and Behavior
in Contexts of Identity Co-Construction; 11. Sociocognitive Awareness of L2
Advancedness in Higher Education: A New Parlance for a Changing World;
Bibliography; Appendices; Index.
Architecture, and L2 Advancedness in Higher Education; Part I. Advancedness
and the L2 Learner: Student Beliefs and Awareness Regarding Advancedness;
2. Advancedness, Advanced Proficiency, and L2-Spanish Learner Identity; 3.
A Quantitative Analysis of L2 Learners' Beliefs Regarding Advanced L2-
Spanish and Their Perceptions of Advancedness; 4. Can L2 Learners Imagine
Advancedness? A Qualitative Study of Language Awareness and the Development
of L2 Identity; Part II. Variable Notions of Advancedness: Institutional,
Professional, and Social Perspectives; 5. Language Departments'
Architecture, Ideology, and Mission Regarding L2 Advancedness; 6. A
Quantitative Analysis of Variability in Perceptions of L2 Advancedness
Among Practitioners, Researchers, and Administrators in Higher Education;
7. A Qualitative Analysis of Language Professionals' Descriptions of Their
Ideology and Assessment of Advanced L2 Spanish; Part III. Assessment,
Identity, and Critical Language Awareness as Markers of Advancedness: 8.
Assessing Advancedness in the Age of Identity Construction and Global
Citizenship; 9. A Quantitative Analysis of L2 Identity and Critical
Language Awareness; 10. Imagining Global Citizenship and Intercultural
Competence: A Mixed-Methods Analysis of L2 Learner Perceptions and Behavior
in Contexts of Identity Co-Construction; 11. Sociocognitive Awareness of L2
Advancedness in Higher Education: A New Parlance for a Changing World;
Bibliography; Appendices; Index.