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Literacy and Language Teaching (Oxford Applied Linguistics)

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Literacy and Language Teaching (Oxford Applied Linguistics) Cover

 

Synopses & Reviews

Publisher Comments:

This volume collects four published articles by the late Tamara Horowitz and two unpublished papers on decision theory: "Making Rational Decisions When Preferences Cycle" and the monograph-length "The Backtracking Fallacy." An introduction is provided by editor Joseph Camp.

Horowitz preferred to recognize the diversity of rationality, both practical and theoretical rationality. She resisted the temptation to accept simple theories of rationality that are quick to characterize ordinary reasoning as fallacious. This broadly humanist approach to philosophy is exemplified

by the articles in this collection. As just one example, in "The Backtracking Fallacy," she argues that there are policies for decision-making a person may adopt if the person prefers to do so, but need not adopt. A person who employs such a policy no longer can regard standard expected utility

theory as exceptionless, thereby sacrificing theoretical simplicity. But it is a mistake, Horowitz argues, to preserve theoretical simplicity by falsifying the decision making methods real people really use.

Synopsis:

This book discusses the need for foreign language programs to teach literacy. It suggests approaches to curriculum development using a wide range of modern media texts such as newspapers, music videos, and film as a basis for cultural analysis.

Table of Contents

Acknowledgments

Preface

Introduction

Shifting perspectives on literacy

Literacy and issues in language education: major themes

Overview of the book

PART ONE

1. Notions of literacy

Principles of a sociocognitive view of literacy

Shifting paradigms in language teaching

Multiple perspectives on literacy

Conclusion

2. Communication, literacy, and language learning

Conduits, containers, and communication

An alternative metaphor: design of meaning

Available Designs: resources for making meaning

Conclusion

3. Available Designs in literacy

Linguistic resources

Schematic resources

Conclusion

PART TWO

4. Reading as design

Reading as a dynamic rhetorical process

Reading as a social and individual process

Design and reading

Reading in a non-native language

Reading and teaching reading across cultural contexts

Conclusion

5. Teaching reading as design

Four curricular components

Situated practice (immersion)

Overt instruction

Critical framing

Transformed practice

Putting it all together: an outline of an integrative lesson

Conclusion

6. Writing as design

Writing in a non-native language

Three orientations to teaching writing

Conclusion

7. Teaching writing as design

Situated practice (immersion)

Overt instruction

Critical framing

Transformed practice

A sample teaching sequence

Conclusion

PART THREE

8. Computers, language, and literacy

Reading and writing; with computers

Social interaction via computers

Conclusion

9. Evaluating learners' performance

The interpretive nature of assessment and evaluation

Three desiderata for literacy-based assessment and evaluation

Rethinking the assessment and evaluation of reading and writing

Conclusion

10. Rethinking language and literacy teaching

Goals of a literacy-based curriculum

Roles of teachers and learners

Potential obstacles to implementing a literacy-based curriculum

Implications for teacher education

Implications for research

Conclusion


Bibliography

Index

Acknowledgments

Preface

Introduction

Shifting perspectives on literacy

Literacy and issues in language education: major themes

Overview of the book

PART ONE

1. Notions of literacy

Principles of a sociocognitive view of literacy

Shifting paradigms in language teaching

Multiple perspectives on literacy

Conclusion

2. Communication, literacy, and language learning

Conduits, containers, and communication

An alternative metaphor: design of meaning

Available Designs: resources for making meaning

Conclusion

3. Available Designs in literacy

Linguistic resources

Schematic resources

Conclusion

PART TWO

4. Reading as design

Reading as a dynamic rhetorical process

Reading as a social and individual process

Design and reading

Reading in a non-native language

Reading and teaching reading across cultural contexts

Conclusion

5. Teaching reading as design

Four curricular components

Situated practice (immersion)

Overt instruction

Critical framing

Transformed practice

Putting it all together: an outline of an integrative lesson

Conclusion

6. Writing as design

Writing in a non-native language

Three orientations to teaching writing

Conclusion

7. Teaching writing as design

Situated practice (immersion)

Overt instruction

Critical framing

Transformed practice

A sample teaching sequence

Conclusion

PART THREE

8. Computers, language, and literacy

Reading and writing; with computers

Social interaction via computers

Conclusion

9. Evaluating learners' performance

The interpretive nature of assessment and evaluation

Three desiderata for literacy-based assessment and evaluation

Rethinking the assessment and evaluation of reading and writing

Conclusion

10. Rethinking language and literacy teaching

Goals of a literacy-based curriculum

Roles of teachers and learners

Potential obstacles to implementing a literacy-based curriculum

Implications for teacher education

Implications for research

Conclusion


Bibliography

Index

Product Details

ISBN:
9780194421621
Author:
Kern, Richard
Publisher:
Oxford University Press, USA
Author:
null, Richard
Location:
Oxford England
Subject:
English as a Second Language
Subject:
English Language Learning (ESL)
Subject:
English Language Learning (ESL) | Applied Linguistics
Subject:
Foreign Languages-ESL
Copyright:
Series:
Oxford applied linguistics
Series Volume:
no. 2227-79-3
Publication Date:
20001031
Binding:
TRADE PAPER
Grade Level:
ELT/ESL: intended for use in teaching English as a
Language:
English
Illustrations:
halftones
Pages:
368
Dimensions:
8.9 x 5.9 x 1 in 1.2 lb

Related Subjects

Education » General
History and Social Science » Linguistics » General
Languages » ESL » General

Literacy and Language Teaching (Oxford Applied Linguistics) New Trade Paper
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Product details 368 pages Oxford University Press, USA - English 9780194421621 Reviews:
"Synopsis" by , This book discusses the need for foreign language programs to teach literacy. It suggests approaches to curriculum development using a wide range of modern media texts such as newspapers, music videos, and film as a basis for cultural analysis.

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