Name: Learning English at School: Identity, Socio-Material Relations and Classroom Practice, 2nd Edition: 112 (Bilingual Education & Bilingualism) (en Inglés)
Price: 660476.00 COP
Availability: InStock
Author: Kelleen Toohey
ISBN: 9781788920087

portada Learning English at School: Identity, Socio-Material Relations and Classroom Practice, 2nd Edition: 112 (Bilingual Education & Bilingualism) (en Inglés)

Formato

Libro Físico

Editorial

Channel View Publications

Autor

Kelleen Toohey

Año

2018

Idioma

Inglés

N° páginas

218

Encuadernación

Tapa Dura

ISBN13

9781788920087

N° edición

Categorías

Escuelas primarias

Learning English at School: Identity, Socio-Material Relations and Classroom Practice, 2nd Edition: 112 (Bilingual Education & Bilingualism) (en Inglés)

Kelleen Toohey (Autor) · Channel View Publications · Tapa Dura

Libro Físico

$ 660.476

$ 1.100.793

Ahorras: $ 440.317

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Envío normal

Origen: Estados Unidos (Costos de importación incluídos en el precio)

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Reseña del libro "Learning English at School: Identity, Socio-Material Relations and Classroom Practice, 2nd Edition: 112 (Bilingual Education & Bilingualism) (en Inglés)"

This fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.