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Crossing the Curriculum: Multilingual Learners in College Classrooms ePub download

by Vivian Zamel,Ruth Spack

  • Author: Vivian Zamel,Ruth Spack
  • ISBN: 0805846921
  • ISBN13: 978-0805846928
  • ePub: 1806 kb | FB2: 1106 kb
  • Language: English
  • Category: Schools & Teaching
  • Publisher: Lawrence Erlbaum Associates; 1 edition (December 3, 2003)
  • Pages: 252
  • Rating: 4.4/5
  • Votes: 130
  • Format: txt rtf lit rtf
Crossing the Curriculum: Multilingual Learners in College Classrooms ePub download

Home Browse Books Book details, Crossing the Curriculum: Multilingual Learners.

Home Browse Books Book details, Crossing the Curriculum: Multilingual Learners. Crossing the Curriculum: Multilingual Learners in College Classrooms. At the same time that ESOL professionals are trying to understand the academic challenges that learners face beyond ESOL courses, faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds.

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Request PDF On Dec 31, 2006, Mari Haneda and others published Crossing the Curriculum: Multilingual Learners in CollegeĀ . Multilingual Matters, 2005.

Request PDF On Dec 31, 2006, Mari Haneda and others published Crossing the Curriculum: Multilingual Learners in College Classrooms, Vivian Zamel, Ruth Spack (Ed. ISBN: 1-85359-830-5 /EAN 978-1-85359-830-2 (hbk).

Message 1: Crossing the Curriculum: Zamel, Spack (Eds)

Message 1: Crossing the Curriculum: Zamel, Spack (Eds). Date: 11-Oct-2004 From: Susan Barker

Silvia Rossi, Department of French, Italian and Spanish, University of Calgary, Canada.

Classroom Assessment Techniques: A Handbook for College Teachers, 2nd e. by Thomas A. Angelo and K. . Patricia Cross (1993). Classroom Guide to the Norton Introduction to Literature, 2nd e. by Carl E. Bain, Jerome Beaty and J. Paul Hunter (1977). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge, 2nd. ed. by Kenneth A. Bruffee (1998). The Discovery of Competence: Teaching and Learning with Diverse Student Writers, by Eleanor Kutz, Suzy Q. Groden and Vivian Zamel (1993).

The chapters in the first part collectively argue that ESOL composition classes provide space where studentsā€™ learning about writing in the academic fields only begins.

com's Ruth Spack Page and shop for all Ruth Spack books. by Vivian Zamel and Ruth Spack. Check out pictures, bibliography, and biography of Ruth Spack.

As college classrooms have become more linguistically diverse, the work of ESOL professionals has expanded to include research on the experiences of multilingual learners not only in ESOL courses but also in courses across the curriculum. At the same time that ESOL professionals are trying to understand the academic challenges that learners face beyond ESOL courses, faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. Crossing the Curriculum: Multilingual Learners in College Classrooms responds to these issues and concerns by capturing the complex and content-specific nature of students' and teachers' experiences and providing a nuanced understanding of how multilingual students' learning can be fostered and sustained. Crossing the Curriculum: Multilingual Learners in College Classrooms is unique in bringing together the perspectives of researchers, students, and teachers. These multiple lenses allow for a richly layered picture of how students and teachers actually experience college classrooms. Common themes and pedagogical principles resonate across the three distinct sections of the book:*Part One, "Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers," consists of chapters written by ESOL and composition researchers who have investigated multilingual students' experiences in undergraduate courses across the curriculum.*Part Two, "Learning Across the Curriculum: Through Students' Eyes," consists of chapters written by two multilingual learners who chronicled their experiences as they crossed the curriculum over time.*Part Three, "Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum," consists of chapters written by faculty from several academic fields--Anthropology, Philosophy, Nursing, Literature, Sociology, and Asian American Studies--who discuss their own attempts to address the needs of multilingual learners in their classrooms.
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