Name: Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations (en Inglés)
Price: 527252.00 COP
Availability: InStock
Author: Sung, Ko-Yin ; Sung, Ko-Yin ; Zhou, Wenying
ISBN: 9781666934168

portada Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations (en Inglés)

Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations (en Inglés)

Formato

Libro Físico

Editorial

Lexington Books

Autor

Sung, Ko-Yin ; Sung, Ko-Yin ; Zhou, Wenying

Idioma

Inglés

N° páginas

286

Encuadernación

Tapa Dura

ISBN13

9781666934168

Categorías

Lingüística
Aprendizaje de idiomas: gramática, vocabulario y pronunciación
Aprendizaje de lenguas: destrezas de expresión oral/pronunciación
Educación de estudiantes bilingües o multilingües

Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations (en Inglés)

Sung, Ko-Yin ; Sung, Ko-Yin ; Zhou, Wenying (Autor) · Lexington Books · Tapa Dura

Libro Nuevo Importado

Envío: 11 a 15 días háb.

$ 878.753$ 527.252

-40%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan más de 100 unidades

$ 527.252

¡Envío Gratis! Llega entre el 14 Jul y el 22 Jul a Bogota, Cundinamarca. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations (en Inglés)"

Chinese dual language immersion (DLI) education experienced unprecedented growth in recent years; hence, it has become critical that Chinese DLI research catches up to inform Chinese DLI teachers and administrators of the most effective ways to teach and run their programs. The purpose of Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations is to explore three DLI themes that are under-researched: content area instruction, learners, and evaluations. The first section of this edited volume is dedicated to exploring current teaching designs and practices in different content subjects in Chinese DLI programs in order to make useful teaching suggestions to the programs. The second section includes studies which look into K-12 Chinese DLI learners' learning variables such as motivations, learning strategies, learner perception and engagement, and learner background differences. The last section of this edited volume intends to fill the research gap by including studies which adopt various methods to evaluate Chinese DLI students' target language level to better illustrate their learning progress in different language skills.