Literaturnachweis - Detailanzeige
Sonst. Personen | Barnard, Roger (Hrsg.); Torres-Guzmán, María E. (Hrsg.) |
---|---|
Titel | Creating classroom communities of learning. International case studies and perspectives. |
Quelle | Bristol u.a.: Multilingual Matters (2009), XIV, 201 S. |
Reihe | New perspectives on language and education |
Beigaben | Tabellen |
Zusatzinformation | Inhaltsverzeichnis |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 1-84769-112-9; 978-1-84769-112-5 |
Schlagwörter | Sozialisation; Schulsystem; Klassenraum; Schulklasse; Grundschule; Sekundarschule; Interkulturalität; Unterrichtsinhalt; Unterrichtsprozess; Englischunterricht; Bilingualismus; Internationaler Vergleich; Fallbeispiel; Afrika; Asien; Australien; Brunei Darussalam; Europa; Großbritannien; Japan; Kanada; Malaysia; Neuseeland; Nordamerika; Taiwan; USA |
Abstract | This is a collection of nine case studies of teachers and young learners in countries as widely separated as USA, Japan and Australia. In each chapter, classroom interaction is interpreted by different authors to illustrate how teachers and their students verbally co-construct culturally appropriate learning attitudes and behaviours. The collection reveals not only similarities and differences across cultural divides, but also how different perspectives can provide alternative and rich interpretations of teaching and learning. The case studies in this book are based on transcripts of classroom interaction in nine different countries. In each chapter, the first author explains the specific context and through a theoretical and/or experiential perspective interprets the transcript data. The data are then re-interpreted by other authors in the book, illustrating the complexity and richness of interpretation and creating a dialogue among the book's contributors. At the end of each chapter, readers are invited to join in the conversation by providing their own interpretations of other transcript data from the same context. The book will be useful for student teachers or practising professionals, as well as all educators interested in exploratory classroom research. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2009/3 |