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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...

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Detalles Bibliográficos
Clasificación:	Libro Electrónico
Autor principal:	Gilead, Yona (Autor)
Formato:	Electrónico eBook
Idioma:	Inglés
Publicado:	Leiden ; Boston : Brill : Rodopi, [2017]
Colección:	Utrecht studies in language and communication ; 30.
Temas:	Hebrew language > Acquisition. Second language acquisition. Hebrew language > Study and teaching > Foreign speakers. Hebrew language > Study and teaching > Australia. Langue seconde > Acquisition. FOREIGN LANGUAGE STUDY > Arabic. Hebrew language > Acquisition Hebrew language > Study and teaching Hebrew language > Study and teaching > Foreign speakers Second language acquisition Australia
Acceso en línea:	Texto completo

Tabla de Contenidos:

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
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
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
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
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
""Â#x80;#x8E;5.2.1. Week 4 Lesson: Structure of Stages and Phases""

Dynamics of teaching and learning modern Hebrew as an additional language : using Hebrew as a means of instruction and acquisition /

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