Hugendubel.info - Die B2B Online-Buchhandlung 

Merkliste
Die Merkliste ist leer.
Bitte warten - die Druckansicht der Seite wird vorbereitet.
Der Druckdialog öffnet sich, sobald die Seite vollständig geladen wurde.
Sollte die Druckvorschau unvollständig sein, bitte schliessen und "Erneut drucken" wählen.

Language Learning of Adult Migrants in Europe

Theoretical, Empirical, and Pedagogical Issues
BuchKartoniert, Paperback
257 Seiten
Englisch
Springererschienen am04.04.20231st ed. 2021
This volume focuses on the learning of host-country languages by migrants in Europe. It identifies, clarifies, and offers insights into issues and central questions related to the learning of host-country languages with an emphasis on adolescent and adult language learners in formal and informal settings.mehr
Verfügbare Formate
BuchGebunden
EUR160,49
BuchKartoniert, Paperback
EUR160,49

Produkt

KlappentextThis volume focuses on the learning of host-country languages by migrants in Europe. It identifies, clarifies, and offers insights into issues and central questions related to the learning of host-country languages with an emphasis on adolescent and adult language learners in formal and informal settings.
Details
ISBN/GTIN978-3-030-79239-8
ProduktartBuch
EinbandartKartoniert, Paperback
Verlag
Erscheinungsjahr2023
Erscheinungsdatum04.04.2023
Auflage1st ed. 2021
ReiheEducational Linguistics
Seiten257 Seiten
SpracheEnglisch
IllustrationenVIII, 257 p. 1 illus.
Artikel-Nr.52043053

Inhalt/Kritik

Inhaltsverzeichnis
Preface.- Introduction.- Part I: Language Socialisation.- Migrant Mothers´ Stories of Learning Language in Everyday Life; Minna Intke Hernández.- How Can We Better Support Refugee Families in Scotland through an Ecological, Multilingual Approach to Language Learning? Sara Cox.- On having a language that is no language, really´: Language ideological attributions in a Dutch as L2 classroom for asylum seekers; Massimiliano Spotti.- Teaching the Hegemonic Language: Between Enabling Violence and Paternalistic Benevolence ; Alisha M.B. Heinemann.- Part II: System.- Language Learning of Migrants: Empirical Evidence from the German Integration Course System; Anke Grotlüschen, Jana Wienberg, and Gregor Dutz.- Germany´s Integration Courses: Sociolinguistic Composition and Language Learning Outcomes; Ibrahim Cindark, David Huenlich & Michaela Perlmann.- On How Refugees Acquire German: The Case of the Integration Course in Germany; Nina Rother, Anna Wieczorek, Giuseppe Pietrantuono, Johannes Croisier, Andreea Baier, and Lars Ninke.- Part III: Language and the Curriculum.- New Migrants, New Challenges? Activating Multilingual Resources for Understanding Mathematics: Institutional and Interactional Requirements; Arne Krause, Jonas Wagner, Meryem Çelikkol, Angelika Redder, and Susanne Prediger.- After the Big Wave: Language Learning of Refugee University Students in Germany; Sandra McGury.- Part IV: Practice.- Digital Literacy Practices in the Adult L2 Classroom: The Case of Basic Literacy Education in Swedish; Annika Norlund Shaswar.- Wie soll ich das Kind bewerten?´ German Teachers between Standardization and Differentiation in the Assessment of Refugee Students: A Qualitative Study; Sílvia Melo-Pfeifer and Mara Thölkes.- Part V: Identity.- Religion, Identity and Investment in Adult Migrants´ English Language Learning in the UK; Amina Al-Dhaif, Graham Hall, and Rola Naeb.- Lessons for Today from Successful Women: Adult-Refugee Background Women from the former Yugoslavia Narrate Their Language Learning Stories; Vesna Busic, Kirk P.H. Sullivan and Christian Waldmann.- Nothing Enters in The Brain´: When Asylum Seekers Talk about Language Learning in Mental Health Consultations; Vanessa Piccoli.mehr
Kritik
mehr

Schlagworte

Autor

Glenn S. Levine is Professor of German at the University of California, Irvine. His research focuses on language learning of migrants in Europe, the role of the L1 in L2 learning and teaching, language use during study abroad, and theoretically and empirically informed approaches to language pedagogy and program direction.
David Mallows is an Associate Professor in the Centre for Applied Linguistics at the UCL Institute of Education in London where he is the programme leader for the MA TESOL Pre-service. He has directed national and transnational research projects in adult literacy, language and numeracy, drawing on qualitative and quantitative methods, covering the workplace, teacher education, family literacy, language support and assessment.
Weitere Artikel von
Herausgegeben:Levine, Glenn S.
Weitere Artikel von
Mallows, David