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3 |
Arnetha F. Ball and Sarah Warshauer Freedman
Bakhtinian Perspectives on Language, Literacy, and Learning
Cambridge University Press; Cambridge, UK; 2004; 0521831059 / 9780521831055; First Edition; Hard Cover; New; New; 228 x 152 Mm
This represents a multidisciplinary collaboration that highlights the significance of Mikhail Bakhtin’s theories to modern scholarship in the field of language and literacy. Book chapters examine such important questions as: What resources do students bring from their home/community environments that help them become literate in school? What knowledge do teachers need in order to meet the literacy needs of varied students? How can teacher educators and professional development programs better understand teachers’ needs and help them to become better prepared to teach diverse literacy learners? What challenges lie ahead for literacy learners in the coming century? Chapters are contributed by scholars who write from varied disciplinary perspectives. In addition, other scholarly voices enter into a Bakhtinian dialogue with these scholars about their ideas. These ‘other voices’ help our readers push the boundaries of current thinking on Bakhtinian theory and make this book a model of heteroglossia and dialogic intertexuality. • Chapter are written by Bakhtinian scholar Gary Saul Morson as well as other scholars well known in the fields of English, education and linguistics • This book shows how Bakhtinian theory can be used to guide research and practice in the field of language and literacy studies • The goal of the volume is to push the boundaries of current thinking on Bakhtinian theory Contents Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning; 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice; 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies; 4. Voices in the dialogue: the teaching of academic language to minority second-language learners; Voices in dialogue; Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective; 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms; 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing; 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning; Voices in dialogue: multi-voiced discourses in ideological becoming; Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically; 10. Is contradiction contrary?; 11. A Bakhtinian perspective on learning to read and write late in life; 12. New times and new literacies: themes for a changing world; Voices in dialogue: hybridity as literacy, literacy as hybridity; dialogic responses to a heteroglossic world; A closing thought: Bakhtinian perspective; 13. The process of ideological becoming. Printed Pages: 362 with 16 line diagrams and 14 tables. 012832
Price:
100.00 USD
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4 |
Arnetha F. Ball and Sarah Warshauer Freedman
Bakhtinian Perspectives on Language, Literacy, and Learning
Cambridge University Press; Cambridge, UK; 2004; 0521537886 / 9780521537889; First Edition; Paperback; New; 228 x 152 Mm
This represents a multidisciplinary collaboration that highlights the significance of Mikhail Bakhtin’s theories to modern scholarship in the field of language and literacy. Book chapters examine such important questions as: What resources do students bring from their home/community environments that help them become literate in school? What knowledge do teachers need in order to meet the literacy needs of varied students? How can teacher educators and professional development programs better understand teachers’ needs and help them to become better prepared to teach diverse literacy learners? What challenges lie ahead for literacy learners in the coming century? Chapters are contributed by scholars who write from varied disciplinary perspectives. In addition, other scholarly voices enter into a Bakhtinian dialogue with these scholars about their ideas. These ‘other voices’ help our readers push the boundaries of current thinking on Bakhtinian theory and make this book a model of heteroglossia and dialogic intertexuality. • Chapter are written by Bakhtinian scholar Gary Saul Morson as well as other scholars well known in the fields of English, education and linguistics • This book shows how Bakhtinian theory can be used to guide research and practice in the field of language and literacy studies • The goal of the volume is to push the boundaries of current thinking on Bakhtinian theory Contents Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning; 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice; 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies; 4. Voices in the dialogue: the teaching of academic language to minority second-language learners; Voices in dialogue; Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective; 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms; 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing; 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning; Voices in dialogue: multi-voiced discourses in ideological becoming; Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically; 10. Is contradiction contrary?; 11. A Bakhtinian perspective on learning to read and write late in life; 12. New times and new literacies: themes for a changing world; Voices in dialogue: hybridity as literacy, literacy as hybridity; dialogic responses to a heteroglossic world; A closing thought: Bakhtinian perspective; 13. The process of ideological becoming. Printed Pages: 362 with 16 line diagrams and 14 tables. 012833
Price:
40.00 USD
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11 |
Amrik Singh
Fifty Years of Higher Education in India: The Role of the University Grants Commission
Sage Publications; New Delhi, India; 2004; 076193216X / 9780761932161; First Edition; Cloth; New; New; 5.5" x 8.5"
University Grants Commission, which began functioning under an executive order in 1953, enters its Golden Jubilee year on 28 December 2003. From the time the UGC was set up, there has been an exponential growth in the number of higher academic institutions which today employ more than 400,000 teachers with a student body in excess of 9 million. The present chaotic situation is compounded by the recent mushrooming of private educational institutions. This study of the functioning of the UGC and, indirectly, of fifty years of higher education in India critically examines the way in which the UGC has performed since its inception and determines the reasons for its failure. Dr Amrik Singh maintains that the powers given to the UGC are severely limited and this, combined with poor internal management, has made it a largely ineffective body. The author offers a number of practical solutions that could go a long way towards ameliorating the problems facing the UGC today. These include: - Amending the UGC Act to grant it more statutory powers - Adequate financial and administrative support from the Ministry of Human Resource Development - Expanding the UGC`s role of accreditation - Strengthening the educational structure at the state level - Designing and implementing new modes of testing in universities and colleges - Giving priority to postgraduate teaching and research - Encouraging teachers to take a greater leadership role - Developing mechanisms for student assessment of teachers Printed Pages: 250. 001430
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13.00 USD
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22 |
Stefano Bertolo (ed.)
Language Acquisition and Learnability
Cambridge University Press; Cambridge, UK; 2001; 0521646200 / 9780521646208; First Edition; Paperback; New;
Language Acquisition and Learnability is an accessible introduction to learnability theory and its interactions with linguistic theories. Working within the Principles and Parameters framework, the book surveys general concepts from formal learning theory and complexity theory, together with important findings from developmental psycholinguistics, historical linguistics and language processing. Written by a team of leading researchers it examines important techniques that can be used to obtain interesting and empirically testable predictions from parametric theories of language variation and includes chapters on syntax, diachronic syntax and the relationship between linguistic complexity and the form of parameters. Fully integrated, and complete with a large number of exercises to test readers on their understanding of the material, this book will become essential reading for students and researchers in linguistic theory. Contents 1. A brief overview of learnability S. Bertolo; 2. Learnability and the acquisition of syntax M. Atkinson; 3. Language change and learnability I. Roberts; 4. Information theory, complexity and linguistic descriptions R. Clark; 5. The structural triggers learner W. G. Sakas and J. D. Fodor. Printed Pages: 256 with 7 line diagrams and 12 tables. 008639
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18.99 USD
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37 |
Manu Bhagavan
Sovereign Spheres: Princes, Education and Empire in Colonial India
Oxford University Press; New Delhi, India; 2003; 0195663993 / 9780195663990; First Edition; Hard Cover; New; New; 14 Cms x 22 Cms
This engaging study looks at educational reform in the context of debates on modernity and anti-colonial nationalism in the two leading progressive princely states in twentieth-century India, Baroda and Mysore. Sovereign Spheres explores the ways in which colonial authority was challenged and negotiated through both direct political action and more subtle, long-term initiatives involving social and cultural reform. In the process, the book furthers our understanding of domination and resistance and forces us to rethink our notions of the heretofore largely ignored princely states. Printed Pages: 242. 012136
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12.95 USD
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38 |
Adrian Doff
Teach English: A Training Course for Teachers: Teacher's Workbook
Cambridge University Press; Cambridge, UK; 1988; 0521348633 / 9780521348638; First Edition; Paperback; As New; Very Good; 19 Cms x 25 Cms
Teach English is a teacher training course that develops practical skills in the teaching of English as a second language. It can be used in a variety of situations: in-service courses for teachers working at the secondary school level or in language institutes, in pre-service training of secondary school teachers, and as part of a refresher course in practical methodology for more experienced teachers. It is especially designed to meet the needs of teachers whose first language is not English, who teach large classes in rigid classrooms with few resources, who follow a set of syllabus and textbook, who have little control over course content or material. Printed Pages: 143. 004703
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12.00 USD
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49 |
Eleanor J. Gibson and Harry Levin
The Psychology of Reading
The MIT Press; Cambridge, Massachussets, USA; 1975; 0262070634 / 9780262070638; First Edition; Hard Cover; New; Fair; 6 x 9 Inches
In this book, two psychologists apply principles of cognitive psychology to understanding reading. Unlike most other books on the subject, this one presents a consistent theoretical point of view and applies it to the acquisition of reading and what the skilled reader does. The first part of The Psychology of Reading covers perceptual learning, the development of cognitive strategies, the development of language, the nature of writing systems, and an extensive review of the research on word recognition. In the second part of the book, the authors look closely at abilities that children bring to school before learning to read. They describe the acquisition of initial reading skills and transition to skilled reading, the nature of the reading process in adult readers, and the ways people learn from reading. The book's third part takes up questions people frequently ask about reading -- such as reading by deaf children, dyslexia, the influence of nonstandard dialects on learning to read, comparison of reading achievement across different nations and different languages, and the debatable virtues of "speed reading." The authors conclude that reading cannot be understood simply as associative learning -- that is, the learning of an arbitrary code connecting written symbols and their sounds. Reading involves higher-level mental processes such as the discovery of rules and order, and the extraction of structured, meaningful information. Printed Pages: 630. 005384
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