001436304 000__ 04917cam\a2200577\i\4500
001436304 001__ 1436304
001436304 003__ OCoLC
001436304 005__ 20230309004020.0
001436304 006__ m\\\\\o\\d\\\\\\\\
001436304 007__ cr\un\nnnunnun
001436304 008__ 210504s2021\\\\sz\a\\\\ob\\\\000\0\eng\d
001436304 019__ $$a1250089686
001436304 020__ $$a9783030660222$$q(electronic bk.)
001436304 020__ $$a3030660222$$q(electronic bk.)
001436304 020__ $$z3030660214
001436304 020__ $$z9783030660215
001436304 0247_ $$a10.1007/978-3-030-66022-2$$2doi
001436304 035__ $$aSP(OCoLC)1249500932
001436304 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dEBLCP$$dGW5XE$$dOCLCO$$dOCLCF$$dUKAHL$$dOCLCQ$$dOCLCO$$dCOM$$dOCLCQ
001436304 049__ $$aISEA
001436304 050_4 $$aP118.2
001436304 08204 $$a418.0071$$223
001436304 24500 $$aFacing diversity in child foreign language education /$$cJoanna Rokita-Jaśkow, Agata Wolanin, editors.
001436304 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2021]
001436304 300__ $$a1 online resource (x, 326 pages) :$$billustrations (some color)
001436304 336__ $$atext$$btxt$$2rdacontent
001436304 337__ $$acomputer$$bc$$2rdamedia
001436304 338__ $$aonline resource$$bcr$$2rdacarrier
001436304 4901_ $$aSecond language learning and teaching,$$x2193-7648
001436304 504__ $$aIncludes bibliographical references.
001436304 5050_ $$aWhat makes the difference in early foreign language education? Lerner-internal vs lerner-external factors -- Cognition and second language experience: how are executive function and second language acquisition related? -- Trainability of foreign language aptitudes in children -- TEaching foreign language grammar to children: the role of individual differences -- Diversity in EELL: matters of ontext and contact -- Reading accuracy measure in screening for dyslexia in the EFL classroom -- Learning preferences of SEN children in an inclusive English classroom -- Is strategy training necessary in L3 learning? -- the study of communication strategies used by upper-primary school learners -- Assessment for learning, learning for all: a case study in the foreign language classroom -- A Multimodal Analysis of ELT Materials for Young Learners -- "Picture this!" -- the educational value of illustrations in the process of teaching L2 to young learners -- Corpus-based evaluation of textbook content: A case of Russian language primary school textbooks for migrants -- A literature review on preparing preservice primary foreign language teachers for diversity via the practicum -- Teachers' opinions on heterogenous classes: insights for EFL teacher education -- Supporting teachers of multilingual young learners: multilingual approach to diversity education (MADE) -- A note on the influence of topic prominance in Japanese on Japanese beginner-level EFL learners' interlanguage: an empirical study -- EFL reading with young learners: the teacher's perspective.
001436304 506__ $$aAccess limited to authorized users.
001436304 520__ $$aThis edited book uses the concept of diversity in child foreign language education as a major organizing principle. Since a foreign language, most typically English, is taught globally to an increasing number of children, the variability in the process and varied learning outcomes are inescapable phenomena. This book has been constructed on the premise that heterogeneity, first, concerns young language learners, who due to the disparity in the pace of development need appropriately tailored educational solutions, and, second, it refers to a diversity of contexts in which learning takes place. The contexts can be defined on a macroscale (e.g. different countries), mesoscale (e.g. different institutions), and microscale (e.g. specific learner groups). The book consists of four thematic strands. In Part One the learner-internal causes of heterogeneity of young language learners are clarified. Part Two presents a sample of classroom studies in which learner variables, such as gender, learner preferences, and special needs are taken into account. Part Three looks at teaching materials and how they meet learners' needs. Finally, Part Four highlights diversity issues that teachers should be prepared to face.
001436304 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed May 10, 2021).
001436304 650_0 $$aSecond language acquisition.
001436304 650_0 $$aLanguage and languages$$xStudy and teaching.
001436304 650_0 $$aCultural pluralism.
001436304 650_6 $$aLangue seconde$$xAcquisition.
001436304 650_6 $$aLangage et langues$$xÉtude et enseignement.
001436304 650_6 $$aDiversité culturelle.
001436304 655_0 $$aElectronic books.
001436304 7001_ $$aRokita-Jaśkow, Joanna,$$d1973-$$eeditor.
001436304 7001_ $$aWolanin, Agata,$$eeditor.
001436304 77608 $$iPrint version:$$z9783030660215$$w(OCoLC)1222895850
001436304 830_0 $$aSecond language learning and teaching,$$x2193-7648
001436304 852__ $$bebk
001436304 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-66022-2$$zOnline Access$$91397441.1
001436304 909CO $$ooai:library.usi.edu:1436304$$pGLOBAL_SET
001436304 980__ $$aBIB
001436304 980__ $$aEBOOK
001436304 982__ $$aEbook
001436304 983__ $$aOnline
001436304 994__ $$a92$$bISE