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230403 ||| eng |
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|a 9789811993503
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| 100 |
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|a Raza, Kashif
|e [editor]
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| 245 |
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|a Handbook of Multilingual TESOL in Practice
|h Elektronische Ressource
|c edited by Kashif Raza, Dudley Reynolds, Christine Coombe
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| 250 |
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|a 1st ed. 2023
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| 260 |
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|a Singapore
|b Springer Nature Singapore
|c 2023, 2023
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| 300 |
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|a XXII, 517 p. 66 illus., 29 illus. in color
|b online resource
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| 505 |
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|a Multilingual TESOL in Practice in Higher Education: Insights from EFL Classrooms at a Gulf University -- Culturally Sustaining Practices in a Culturally and Linguistically Diverse Preschool Classroom -- English in the Background: Developing an Indigenous Multilingualism in Hawai’i -- Plurilingual Strategies for Teaching Pronunciation in TESOL: A Research-based and Action-oriented Approach -- “Bangla Helps Learners to Get the Gist Better” – Translanguaging in Post-Colonial English as a Foreign Language Classes in Higher Education in Bangladesh from Teachers’ Perspective -- Promoting Multilingualism at University Writing Centers: International Students’ Perceptions of Working with Nonnative English-Speaking Writing Tutors -- Critical Multilingualism TESOL in Practice: Language, Power and Decoloniality -- Using Translingual Interactions During Collaborative Revisions of Argumentative Essays to Develop ESL Morpho-Syntactic Abilities: A Study of Adult IndianLearners -- Translanguaging in the Young Learner EFL Classroom in Turkey -- Multilingualism in Global Englishes Language Teaching classroom: Narrative Insights from 3 TESOL Practitioners in Japan -- Teaching English to Linguistically Diverse Students: Multicultural Pedagogy in Practice -- Multilingual Teaching of English Language in Higher Education in Bangladesh: A Critical Perspective -- Caught between a Bilingual Policy and Monolingual English Practices in Chile: Opportunities and Challenges of Translanguaging as Voiced by TESOL Teachers and Students -- Pakistani English Language Teachers’ Beliefs About Mother-Tongue Based Multilingual Education Policy: Findings from the Government Primary Schools of Balochistan
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| 653 |
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|a Languages
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| 653 |
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|a Literacy
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| 653 |
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|a Applied linguistics
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| 653 |
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|a Language Education
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| 653 |
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|a Philology
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| 653 |
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|a Applied Linguistics
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| 653 |
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|a Language and languages / Study and teaching
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| 700 |
1 |
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|a Reynolds, Dudley
|e [editor]
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| 700 |
1 |
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|a Coombe, Christine
|e [editor]
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 028 |
5 |
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|a 10.1007/978-981-19-9350-3
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| 856 |
4 |
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|u https://doi.org/10.1007/978-981-19-9350-3?nosfx=y
|x Verlag
|3 Volltext
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|a 418
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| 520 |
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|a This book presents exemplars of multilingualism in TESOL worldwide. It incorporates essential topics such as curriculum development, classroom instruction, materials creation, assessment, and teacher training where TESOL and multilingualism co-exist and co-develop. The wide-ranging and international collection of chapters is written by leading researchers in multilingualism and TESOL from around the world. This handbook provides unique insights into a range of practical approaches to promote local, indigenous and national languages in English language classrooms across a range of instructional programs in various geographical contexts. The book is divided into six sections. Part 1 presents curricular and principle-based approaches to multilingual TESOL in ESL/EFL classes. Part 2 includes chapters that showcase how diverse teachers bring multilingual TESOL to their classrooms. Part 3 discusses the challenges of teaching multilingual TESOL and how educators address them in their contexts. Part 4 provides activities and materials to support local languages in TESOL classrooms. Part 5 addresses assessment issues in multilingual TESOL. Part 6 includes initiatives and examples to prepare TESOL teachers to promote multilingualism in ESL/EFL classrooms.
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