Peer-Effect: Non-Traditional Models of Instruction in Spanish as a Heritage Language
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Peer-Effect: Non-Traditional Models of Instruction in Spanish as a Heritage Language
Reznicek-Parrado, Lina M.
Taylor & Francis Ltd
11/2024
188
Mole
9781032042640
Pré-lançamento - envio 15 a 20 dias após a sua edição
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Foreword by Damian Wilson Vergara
Introduction: Teaching Spanish as a Heritage Language: A Social Justice Issue
Chapter 1: Peer-to-peer Tutors in a California Heritage Language Program
Chapter 2: Hybrid Literacy Practices in a Translingual Academic Space
Chapter 3: Translanguaging for Academic Literacy Development and Community Building
Chapter 4: The Peer as the Expert: Tutors Mobilizing Academic Personas
Chapter 5: The Peer as Ally: Tutors Creating Community in an Academic Space
Chapter 6: Students' Hybrid Language Practices at the Core of SHL Pedagogy: How to Foster Equitable Pedagogies in SHL
Introduction: Teaching Spanish as a Heritage Language: A Social Justice Issue
Chapter 1: Peer-to-peer Tutors in a California Heritage Language Program
Chapter 2: Hybrid Literacy Practices in a Translingual Academic Space
Chapter 3: Translanguaging for Academic Literacy Development and Community Building
Chapter 4: The Peer as the Expert: Tutors Mobilizing Academic Personas
Chapter 5: The Peer as Ally: Tutors Creating Community in an Academic Space
Chapter 6: Students' Hybrid Language Practices at the Core of SHL Pedagogy: How to Foster Equitable Pedagogies in SHL
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Social Justice;Spanish;Heritage Language;Spanish as a foreign language;Ethnographic analysis;Heritage Spanish;The peer-effect;Models of instruction;Spanish language teaching;discourse analysis;Heritage Language Practices;Heritage Speakers;Spanish Heritage Speakers;Academic Literacy Development;Heritage Language Education;Spanish Language;Heritage Language Learning;Heritage Student;Translingual Literacy Practices;Spanish Heritage Language;Spanish Heritage;Lexico Grammatical Resources;Academic Literacy Practices;Personalized Pedagogical Goals;Language Ability Perceptions;Evaluative Language;Academic Language Features;Metalinguistic Questions;Appraisal Category;Solo Es;Academic Literacies Model;Tutoring Room;Heritage Language Programs;Heritage Language Curricula
Foreword by Damian Wilson Vergara
Introduction: Teaching Spanish as a Heritage Language: A Social Justice Issue
Chapter 1: Peer-to-peer Tutors in a California Heritage Language Program
Chapter 2: Hybrid Literacy Practices in a Translingual Academic Space
Chapter 3: Translanguaging for Academic Literacy Development and Community Building
Chapter 4: The Peer as the Expert: Tutors Mobilizing Academic Personas
Chapter 5: The Peer as Ally: Tutors Creating Community in an Academic Space
Chapter 6: Students' Hybrid Language Practices at the Core of SHL Pedagogy: How to Foster Equitable Pedagogies in SHL
Introduction: Teaching Spanish as a Heritage Language: A Social Justice Issue
Chapter 1: Peer-to-peer Tutors in a California Heritage Language Program
Chapter 2: Hybrid Literacy Practices in a Translingual Academic Space
Chapter 3: Translanguaging for Academic Literacy Development and Community Building
Chapter 4: The Peer as the Expert: Tutors Mobilizing Academic Personas
Chapter 5: The Peer as Ally: Tutors Creating Community in an Academic Space
Chapter 6: Students' Hybrid Language Practices at the Core of SHL Pedagogy: How to Foster Equitable Pedagogies in SHL
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Social Justice;Spanish;Heritage Language;Spanish as a foreign language;Ethnographic analysis;Heritage Spanish;The peer-effect;Models of instruction;Spanish language teaching;discourse analysis;Heritage Language Practices;Heritage Speakers;Spanish Heritage Speakers;Academic Literacy Development;Heritage Language Education;Spanish Language;Heritage Language Learning;Heritage Student;Translingual Literacy Practices;Spanish Heritage Language;Spanish Heritage;Lexico Grammatical Resources;Academic Literacy Practices;Personalized Pedagogical Goals;Language Ability Perceptions;Evaluative Language;Academic Language Features;Metalinguistic Questions;Appraisal Category;Solo Es;Academic Literacies Model;Tutoring Room;Heritage Language Programs;Heritage Language Curricula
