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Dynamics of teaching and learning modern Hebrew as an additional language : using Hebrew as a means of instruction and acquisition /
In Dynamics of Teaching and Learning Modern Hebrew as an Additional Language Yona Gilead presents original research into classroom interactional practices by offering a thick description of a successful beginner-level Modern Hebrew program at an Australian university. The book charts and theorizes t...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Leiden ; Boston :
Brill : Rodopi,
[2017]
|
| Colección: | Utrecht studies in language and communication ;
30. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a22000008i 4500 | ||
|---|---|---|---|
| 001 | EBSCO_ocn983796183 | ||
| 003 | OCoLC | ||
| 005 | 20231017213018.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 170419t20172017ne ob 001 0 eng | ||
| 010 | |a 2017019167 | ||
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| 019 | |a 1012795831 | ||
| 020 | |a 9004346414 |q (E-book) | ||
| 020 | |a 9789004346413 |q (electronic bk.) | ||
| 020 | |z 9789004344976 |q (pbk. ; |q alk. paper) | ||
| 020 | |z 9004344977 | ||
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| 035 | |a (OCoLC)983796183 |z (OCoLC)1012795831 | ||
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| 082 | 0 | 0 | |a 492.4 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Gilead, Yona, |e author. | |
| 245 | 1 | 0 | |a Dynamics of teaching and learning modern Hebrew as an additional language : |b using Hebrew as a means of instruction and acquisition / |c by Yona Gilead. |
| 263 | |a 1708 | ||
| 264 | 1 | |a Leiden ; |a Boston : |b Brill : |b Rodopi, |c [2017] | |
| 264 | 4 | |c ©2017 | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b n |2 rdamedia | ||
| 338 | |a online resource |b nc |2 rdacarrier | ||
| 490 | 1 | |a Utrecht Studies in Language and Communication ; |v volume 30 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher; resource not viewed. | |
| 505 | 0 | |a Â#x80;#x8E;Contents -- â#x80;#x8E;Acknowledgements -- â#x80;#x8E;List of Figures, Tables and Extracts -- â#x80;#x8E;Figures -- â#x80;#x8E;Tables -- â#x80;#x8E;Extracts -- â#x80;#x8E;Chapter 1. Challenges in the Teaching and Learning of Modern Hebrew as an Additional Language -- â#x80;#x8E;1.1. Introduction -- â#x80;#x8E;1.2. Need for Theorization of THAL -- â#x80;#x8E;1.3. Decision to Embrace the Framework Developed at the Rothberg International Schools for Overseas Students -- â#x80;#x8E;1.4. Book Focus and Driving Questions -- â#x80;#x8E;1.5. Contribution to Body of Literature -- â#x80;#x8E;Chapter 2. Major Debates in L2 Education and Research | |
| 505 | 8 | |a Â#x80;#x8E;2.1. Modern Hebrew Instructionâ#x80;#x8E;2.2. Current Debates about L2 Teaching -- â#x80;#x8E;2.2.1. Balance of Spoken vs. Written Modes -- â#x80;#x8E;2.2.2. Using the Language to Teach the Language -- â#x80;#x8E;2.2.3. The Place of Grammar in Language Learning and Teachersâ#x80;#x99; Approaches to Studentsâ#x80;#x99; Ungrammatical Language -- â#x80;#x8E;2.2.4. Providing Feedback on Learnersâ#x80;#x99; Emerging Language -- â#x80;#x8E;2.2.5. Relationship between Language and Culture -- â#x80;#x8E;2.2.6. Affective Factors and Their Impact on L2 Learning | |
| 505 | 8 | |a Â#x80;#x8E;2.3. Theories and Approaches Underpinning a Holistic Understanding of Classroom Interactionsâ#x80;#x8E;2.3.1. Ecological Linguistics (EL) -- â#x80;#x8E;2.3.2. Features Associated with Ecological Linguistics (EL) -- â#x80;#x8E;2.4. Conclusion to Chapter 2 -- â#x80;#x8E;Chapter 3. Research Design Challenges -- â#x80;#x8E;3.1. Introduction -- â#x80;#x8E;3.2. Research Challenges -- â#x80;#x8E;3.3. Process of Data Collection -- â#x80;#x8E;3.4. Classroom Recordings -- â#x80;#x8E;3.5. Interviews -- â#x80;#x8E;3.6. Two Phases of Data Collection -- â#x80;#x8E;3.6.1. Phase One -- â#x80;#x8E;3.6.2. Phase Two -- â#x80;#x8E;3.7. Three Levels of Data Analysis | |
| 505 | 8 | |a Â#x80;#x8E;Chapter 4. First Analysis Level: RISâ#x80;#x99; Curricula Framework and Pedagogyâ#x80;#x8E;4.1. Introduction -- â#x80;#x8E;4.2. Sequencing of Grammatical Features Forms Major Organizing Principle of Curriculum -- â#x80;#x8E;4.2.1. Major Focus on Oral Language Development -- â#x80;#x8E;4.2.2. â#x80;#x98;What Seems to Work Bestâ#x80;#x99; in the Classroom -- â#x80;#x8E;4.2.3. Emphasis on Learning Language through Using Language -- â#x80;#x8E;4.2.4. Structured Sequencing of Activities: A Shift from Closed to Open Activities -- â#x80;#x8E;4.2.5. Emphasis on Importance Of Supportive Classroom Environment -- â#x80;#x8E;4.3. Conclusion to Chapter 4 | |
| 505 | 8 | |a Â#x80;#x8E;Chapter 5. Second Analysis Level: The Australian Beginner-Level Programâ#x80;#x8E;5.1. Introduction to the Australian Modern Hebrew Beginner-Level Program -- â#x80;#x8E;5.1.1. Studyâ#x80;#x99;s Participants -- â#x80;#x8E;5.1.2. Overall Goals and Curriculum Content of the Local Program -- â#x80;#x8E;5.1.3. Resources Used in the Local Beginner-Level Program -- â#x80;#x8E;5.1.4. Establishing the Learning Environment -- â#x80;#x8E;5.1.5. Typical Structure of Lessons -- â#x80;#x8E;5.1.6. First Interim Conclusion -- â#x80;#x8E;5.2. Analysis of One Lesson: Structure and Patterns of Classroom Interaction | |
| 505 | 8 | |a ""Â#x80;#x8E;5.2.1. Week 4 Lesson: Structure of Stages and Phases"" | |
| 520 | |a In Dynamics of Teaching and Learning Modern Hebrew as an Additional Language Yona Gilead presents original research into classroom interactional practices by offering a thick description of a successful beginner-level Modern Hebrew program at an Australian university. The book charts and theorizes the cohort's teacher and students' trajectory of using Hebrew as the main means of instructing and acquiring the language, and highlights seven key features which contribute to students' learning. The book's research-based findings and analysis of classroom dynamics contribute to theorizing the currently largely praxis-based discipline of L2 Modern Hebrew instruction, hence providing a stronger theoretical understanding of how and why students can be assisted in their language learning. This original research provides a template for renewed L2 Hebrew research. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Hebrew language |x Acquisition. | |
| 650 | 0 | |a Second language acquisition. | |
| 650 | 0 | |a Hebrew language |x Study and teaching |x Foreign speakers. | |
| 650 | 0 | |a Hebrew language |x Study and teaching |z Australia. | |
| 650 | 6 | |a Langue seconde |x Acquisition. | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Arabic. |2 bisacsh | |
| 650 | 7 | |a Hebrew language |x Acquisition |2 fast | |
| 650 | 7 | |a Hebrew language |x Study and teaching |2 fast | |
| 650 | 7 | |a Hebrew language |x Study and teaching |x Foreign speakers |2 fast | |
| 650 | 7 | |a Second language acquisition |2 fast | |
| 651 | 7 | |a Australia |2 fast | |
| 776 | 0 | 8 | |i Print version: |a Gilead, Yona. |t Dynamics of teaching and learning modern Hebrew as an additional language. |d Leiden ; Boston : Brill : Rodopi, [2017] |z 9789004344976 |w (DLC) 2017018352 |
| 830 | 0 | |a Utrecht studies in language and communication ; |v 30. | |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1939518 |z Texto completo |
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| 938 | |a EBSCOhost |b EBSC |n 1939518 | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis38067418 | ||
| 938 | |a YBP Library Services |b YANK |n 15002333 | ||
| 994 | |a 92 |b IZTAP | ||