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Dialogue in multilingual and multimodal communities /
The Community of Practice (CofP; Wenger 1998) model of social learning has recently been a preferred lense for investigating professional practice in education. This chapter focuses on the experiences and resultant beliefs and practices of a group of teachers from a range of backgrounds (local, nati...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam, Netherlands ; Philadelphia, PA :
John Benjamins Publishing Company,
[2015]
|
| Colección: | Dialogue studies (DS) ;
volume 27. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Dialogue in multilingual and multimodal communities / |c edited by Dale A. Koike ; Carl S. Blyth, University of Texas at Austin. |
| 264 | 1 | |a Amsterdam, Netherlands ; |a Philadelphia, PA : |b John Benjamins Publishing Company, |c [2015] | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Dialogue studies (DS), |x 1875-1792 ; |v volume 27 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | |a Dialogue in Multilingual and Multimodal Communities; Editorial page; Title page; LCC data; Table of contents; Introduction: Dialogue in Multilingual and Multimodal Communities; 1. Introduction: Aims and scope of this volume; 2. Learning in communities; 3. Communities, native speakers and linguistic variation; 4. The current volume; 5. Dialogue in Multilingual and Multimodal Communities; References; I. Language practice in dialogue; 1. The complex nature of Language-related Episodes; 1. Introduction; 2. The information-processing paradigm and its impact on LRE research. | |
| 505 | 8 | |a 3. Situated learning and communities of practice (CofP)4. Redefining the LRE; 5. Conclusion; References; 2. Navigating the language-learning classroom without previous schooling: A case study of Li; 1. Our theoretical grounding for this SLA case study; 2. Data; 3. Analysis; 4. Conclusion: Learning as participation; References; 3. On multimodality and coordinated participation in second language interaction: A conversation-ana; 1. Introduction; 2. Background literature; 3. Methodology and data; 4. Discussion of data; 5. Conclusions; References; Appendix. | |
| 505 | 8 | |a II. Learning culture and identities through dialogue4. "Tú no eres española": Teasing of L2 learners in host family communities of practice; 1. Introduction; 2. Literature review; 3. Research methods; 4. Results; 5. Discussion and conclusions; 6. Limitations and suggestions for future research; References; 5. Exploring the complex nature of language and culture through intercultural dialogue: The case of ; 1. Introduction; 2. Literature review; 3. Methods; 4. Analysis of the dialogues; 5. Discussion; 6. Conclusion; References; Appendix 1. | |
| 505 | 8 | |a 6. Multilingual Eurovision meets plurilingual YouTube: Linguascaping discursive ontologies1. Introduction; 2. Literature review; 3. Politics of language choice in the ESC; 4. Eurovision meets YouTube: Data and methods; 5. Data analysis; 6. Discussion: Linguascaping and discursive formations in digital spaces; 7. Conclusion; References; III. Learning practices of communities; 7. Dialogic knowledge building in learning communities: Discovering an electric circuit through coll; 1. Introduction; 2. Modern teaching and learning: Learning communities. | |
| 505 | 8 | |a 3. Support from psychology: Self-Determination Theory (SDT)4. Deep learning: Deep reasoning and active knowledge building; 5. Theory of Dialogic Action Games: The explorative action game; 6. Analysis of selected explorative action games; 7. Discussion; 8. Conclusion; References; 8. Artifacts, gestures, and dispensable speech: Multimodality in teaching and learning of a biology ; 1. Introduction; 2. Ethnomethodological and conversation analytic inquiry into apprenticeship learning; 3. The data analysis; 4. Conclusion; References; Appendix. | |
| 520 | |a The Community of Practice (CofP; Wenger 1998) model of social learning has recently been a preferred lense for investigating professional practice in education. This chapter focuses on the experiences and resultant beliefs and practices of a group of teachers from a range of backgrounds (local, national, international) engaged in a highly diverse community of practice. Data were collected through a mixed focus group, interviews and written responses at a university in Southern China, where local, regional, mainland, autonomous territory and overseas Chinese, as well as native, non-native, seco. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Multilingualism |x Social aspects. | |
| 650 | 0 | |a Intercultural communication |x Social aspects. | |
| 650 | 0 | |a Discourse analysis |x Social aspects. | |
| 650 | 0 | |a Neighborhoods |x Social aspects. | |
| 650 | 6 | |a Multilinguisme |x Aspect social. | |
| 650 | 7 | |a POLITICAL SCIENCE |x Public Policy |x Cultural Policy. |2 bisacsh | |
| 650 | 7 | |a SOCIAL SCIENCE |x Anthropology |x Cultural. |2 bisacsh | |
| 650 | 7 | |a SOCIAL SCIENCE |x Popular Culture. |2 bisacsh | |
| 650 | 7 | |a Discourse analysis |x Social aspects |2 fast | |
| 650 | 7 | |a Intercultural communication |x Social aspects |2 fast | |
| 650 | 7 | |a Multilingualism |x Social aspects |2 fast | |
| 650 | 7 | |a Neighborhoods |x Social aspects |2 fast | |
| 700 | 1 | |a Koike, Dale April, |e editor. | |
| 700 | 1 | |a Blyth, Carl S. |q (Carl Stewart), |d 1958- | |
| 776 | 0 | 8 | |i Print version: |t Dialogue in multilingual and multimodal communities. |d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2015] |z 9789027210449 |w (DLC) 2015014066 |
| 830 | 0 | |a Dialogue studies (DS) ; |v volume 27. | |
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