Learning through Language (eBook, ePUB)

Towards an Educationally Informed Theory of Language Learning
Redaktion: Grover, Vibeke

• Format: ePub

Produktbeschreibung

Learning language and using language to learn is at the core of any educational activity. Bringing together a globally representative team of experts, this volume presents an innovative and empirically robust collection of studies that examine the role of language in education, with a particular emphasis on features of school-relevant language in middle childhood and adolescents, and its precursors in early childhood. It addresses issues such as how children's linguistic and literacy experiences at home prepare them for school, how the classroom functions as a language-mediated learning environment, and how schools can support language minority students in academic attainment. Set in three parts - Early Childhood, Middle Childhood and Adolescence and Learning in Multilingual Contexts - each part features a discussion from experts in the field to stimulate conversation and further routes for research. Its structure will make it useful for anyone interested in ongoing efforts towards building a pedagogically relevant theory of language learning.

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Produktdetails

• Verlag: Cambridge University Press
• Erscheinungstermin: 9. Mai 2019
• Englisch
• ISBN-13: 9781316761793
• Artikelnr.: 57077235

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.