Gorp Koen (31 results)

Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Hardcover. Condition: Very Good. 1st ed. 2018. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

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Condition: New. In English.

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Condition: As New. Unread book in perfect condition.

Hardcover. Condition: Brand New. 300 pages. 9.00x6.50x1.00 inches. In Stock.

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Hardback. Condition: New. Within the scope of today's globalisation, linguistic diversity is a given fact of the world we live in. In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens in a diverse world. Despite previous research in various contexts, the concept of LA remains problematic: a generally accepted, evidence-based conceptualisation is missing. This confronts both research and education with a challenge: in order to develop LA activities, implement them successfully in educational contexts and achieve the expected outcomes, we should know what the concept stands for, how it works and why we would choose to implement it in classrooms (or not). This volume focuses on three apparent simple questions: what, how and why? The first question - what? - refers to the concept(ual mess) of LA. The second question - how? - refers to the implementation of LA activities in several educational contexts. The third question - why? - is a recurrent theme running through all the chapters and deals with a reflection on the way we deal (un)consciously with LA activities in education.

Condition: New. Editor(s): Avermaet, Piet Van; Slembrouck, S.; Gorp, K. van; Sierens, Sven; Maryns, Katrijn. Num Pages: 320 pages, 49 black & white illustrations, biography. BIC Classification: JNK; JNMT. Category: (G) General (US: Trade). Dimension: 210 x 148. . . 2017. 1st ed. 2018. Hardcover. . . . .

Condition: As New. Unread book in perfect condition.

Hardcover. Condition: Brand New. 320 pages. 8.25x6.00x1.00 inches. In Stock.

Condition: New. Editor(s): Avermaet, Piet Van; Slembrouck, S.; Gorp, K. van; Sierens, Sven; Maryns, Katrijn. Num Pages: 320 pages, 49 black & white illustrations, biography. BIC Classification: JNK; JNMT. Category: (G) General (US: Trade). Dimension: 210 x 148. . . 2017. 1st ed. 2018. Hardcover. . . . . Books ship from the US and Ireland.

Condition: new.

Hardback. Condition: New. Within the scope of today's globalisation, linguistic diversity is a given fact of the world we live in. In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens in a diverse world. Despite previous research in various contexts, the concept of LA remains problematic: a generally accepted, evidence-based conceptualisation is missing. This confronts both research and education with a challenge: in order to develop LA activities, implement them successfully in educational contexts and achieve the expected outcomes, we should know what the concept stands for, how it works and why we would choose to implement it in classrooms (or not). This volume focuses on three apparent simple questions: what, how and why? The first question - what? - refers to the concept(ual mess) of LA. The second question - how? - refers to the implementation of LA activities in several educational contexts. The third question - why? - is a recurrent theme running through all the chapters and deals with a reflection on the way we deal (un)consciously with LA activities in education.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Within the scope of today's globalisation, linguistic diversity is a given fact of the world we live in. In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens in a diverse world. Despite previous research in various contexts, the concept of LA remains problematic: a generally accepted, evidence-based conceptualisation is missing. This confronts both research and education with a challenge: in order to develop LA activities, implement them successfully in educational contexts and achieve the expected outcomes, we should know what the concept stands for, how it works and why we would choose to implement it in classrooms (or not). This volume focuses on three apparent simple questions: what, how and why The first question - what - refers to the concept(ual mess) of LA. The second question - how - refers to the implementation of LA activities in several educational contexts. The third question - why - is a recurrent theme running through all the chapters and deals with a reflection on the way we deal (un)consciously with LA activities in education.

Condition: New. 2018. Hardcover. . . . . .

Condition: New. 2018. Hardcover. . . . . . Books ship from the US and Ireland.

Condition: new. Questo è un articolo print on demand.

HRD. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book highlights the need to develop new educational perspectives in which multilingualism is valorised and strategically used in settings and contexts of instruction and learning. Situated in the current educational debate about multilingualism and ethno-linguistic minorities, chapter authors examine the polarised response to heightened linguistic diversity and how the debate is very much premised on binary views of monolingualism and multi- or bilingualism. Contributors argue that the diverse linguistic backgrounds of immigrant and minority students should be considered an asset, instead of being regarded as a barrier to teaching and learning. From its title through to its conclusion, this book underlines the current perspective of multilingualism as possessing cutting edge potential for transforming diverse classrooms into more inhabitable, more equitable and more efficiently organised spaces for learning. This book will be of interest to scholars and researchers in educational linguistics, applied linguistics, sociolinguistics, anthropological linguistics, pedagogics, educational studies, and educational anthropology. 396 pp. Englisch.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Examines the need to develop new educational perspectives in which multilingualism is valued and strategically usedPresents findings from a global range of contributors focusing on different educational approaches.

Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Within the scope of today's globalisation, linguistic diversity is a given fact of the world we live in. In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens in a diverse world. Despite previous research in various contexts, the concept of LA remains problematic: a generally accepted, evidence-based conceptualisation is missing. This confronts both research and education with a challenge: in order to develop LA activities, implement them successfully in educational contexts and achieve the expected outcomes, we should know what the concept stands for, how it works and why we would choose to implement it in classrooms (or not). This volume focuses on three apparent simple questions: what, how and why The first question - what - refers to the concept(ual mess) of LA. The second question - how - refers to the implementation of LA activities in several educational contexts. The third question - why - is a recurrent theme running through all the chapters and deals with a reflection on the way we deal (un)consciously with LA activities in education. 318 pp. Englisch.

Hardcover. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Staerken des Sammelbands sind das breite Angebot an unterschiedlichen Ansaetzen von LA und die gut dokumentierten, engagiert vermittelten und uebertragbaren Praxisbeispiele fuer die LA-Arbeit mit (zukuenftigen) Lehrenden und Lernenden sowie Eltern. Sie machen d.

Hardback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book highlights the need to develop new educational perspectives in which multilingualism is valorised and strategically used in settings and contexts of instruction and learning. Situated in the current educational debate about multilingualism and ethno-linguistic minorities, chapter authors examine the polarised response to heightened linguistic diversity and how the debate is very much premised on binary views of monolingualism and multi- or bilingualism. Contributors argue that the diverse linguistic backgrounds of immigrant and minority students should be considered an asset, instead of being regarded as a barrier to teaching and learning. From its title through to its conclusion, this book underlines the current perspective of multilingualism as possessing cutting edge potential for transforming diverse classrooms into more inhabitable, more equitable and more efficiently organised spaces for learning. This book will be of interest to scholars and researchers in educationallinguistics, applied linguistics, sociolinguistics, anthropological linguistics, pedagogics, educational studies, and educational anthropology.

Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book highlights the need to develop new educational perspectives in which multilingualism is valorised and strategically used in settings and contexts of instruction and learning. Situated in the current educational debate about multilingualism and ethno-linguistic minorities, chapter authors examine the polarised response to heightened linguistic diversity and how the debate is very much premised on binary views of monolingualism and multi- or bilingualism. Contributors argue that the diverse linguistic backgrounds of immigrant and minority students should be considered an asset, instead of being regarded as a barrier to teaching and learning. From its title through to its conclusion, this book underlines the current perspective of multilingualism as possessing cutting edge potential for transforming diverse classrooms into more inhabitable, more equitable and more efficiently organised spaces for learning. This book will be of interest to scholars and researchers in educationallinguistics, applied linguistics, sociolinguistics, anthropological linguistics, pedagogics, educational studies, and educational anthropology.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 396 pp. Englisch.