Literacy and the Second Language Learner. Research in Second Language Learning.

Sonst. Personen	Sullivan, JoAnn Hammadou (Hrsg.)
Titel	Literacy and the Second Language Learner. Research in Second Language Learning.
Quelle	(2002), (292 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-930608-86-1
Schlagwörter	Bilingual Students; Chinese; Computer Uses in Education; Educational Research; Electronic Mail; Elementary Secondary Education; Gender Issues; High Risk Students; Higher Education; Idioms; Inferences; Information Technology; Japanese; Language Research; Language Teachers; Literacy Education; Phonology; Reading Instruction; Reading Skills; Second Language Instruction; Second Language Learning; Sex Differences; Spanish; Teacher Attitudes; Textbook Content; Writing Instruction; Writing Skills; Connecticut + Suchen Sie Ihr Suchwort? China; Chinesen; Computernutzung; Bildungsforschung; Pädagogische Forschung; Elektronischer Briefkasten; Geschlechterfrage; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Idiomatik; Inference; Inferenz; Informationstechnologie; Japaner; Japanisch; Sprachforschung; Language teacher; Sprachunterricht; Fonologie; Leseunterricht; Reading skill; Lesefertigkeit; Fremdsprachenunterricht; Zweitsprachenerwerb; Sex difference; Geschlechtsunterschied; Spanisch; Lehrerverhalten; Lehrbuchtext; Schreibunterricht; Writing skill; Schreibfertigkeit
Abstract	This collection of papers is the first in a series that will highlight cutting-edge research in the area of second language learning and teaching. After an introduction, "The Second Language Educator's Challenge: Learning about Literacy" (JoAnn Hammadou Sullivan), 12 papers include the following: (1) "Theoretical Developments in Reading Chinese and Japanese as Foreign Languages" (Michael E. Everson); (2) "Technological Literacy and Foreign Language Literacy in a Technological Era: Considerations of Two Interacting Constructs for Foreign Language Education" (Michael Fast); (3) "What Should Teachers Know about Bilingual Learners and the Reading Process?" (Andrew D. Cohen and Rosalind Horowitz); (4) "Teaching Foreign (Second) Languages to At-Risk Learners: Research and Practice" (Richard L. Sparks, Elke Schneider, and Leonore Ganschow); (5) "Spanish Teachers' Beliefs and Practices about Reading in a Second Language" (Terri Ann Gebel and Leslie L. Schrier); (6) "The Form-Meaning Interface: A Study of Japanese as a Foreign-Language Writing" (Sufumi So); (7) "Electronic Message Boards in the Foreign Language Classroom: Linking Learners and Literacy" (Rebecca L. Chism); (8) "The Effects of Passage Content in Second Language Reading by Gender across Instructional Levels" (Cindy Brantmeier); (9) "Reading between the Lines: Detecting, Decoding, and Understanding Idioms in Second Languages" (John I. Liontas); (10) "Advanced Second Language Readers' Inferencing" (JoAnn Hammadou Sullivan); (11) "When Phonological Limitations Comprise Literacy: A Connecticut Approach to Enhancing the Phonological Competence of Heritage Language Speakers of Spanish" (Maria M. Carreira); and (12) "Literacy in Digital Environments: Connecting Communities of Language Learners" (Mary Ann Lyman-Hager, Ann Johns, Honorine Nocon, and James N. Davis). (Papers contain references.) (SM)
Anmerkungen	Information Age Publishing, Inc., P.O. Box 4967, Greenwich, CT 06831 (paperback: ISBN-1-930608-86-1, $29.95; hardcover: ISBN-1-930608-87-X, $63.25). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC