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by Eve Bearne,Henrietta Dombey,Teresa Grainger

ePub Interactions in Language, Literacy and the Classroom download
Author:
Eve Bearne,Henrietta Dombey,Teresa Grainger
ISBN13:
978-0335213863
ISBN:
0335213863
Language:
Publisher:
Open University Press; 1 edition (November 1, 2003)
Category:
Subcategory:
Words Language & Grammar
ePub file:
1783 kb
Fb2 file:
1683 kb
Other formats:
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Rating:
4.3
Votes:
346

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It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession.

Eve Bearne, Henrietta Dombey, Teresa Grainger. It foregrounds social. It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession. The contributors revitalise debate about the nature of professional knowledge, provide insights into the detail of classroom discourse and.

University of Brighton. Place of Publication.

Classroom Interactions in Literacy. By Eve Bearne, Henrietta Dombey, Teresa Grainger. Classroom Interactions in Literacy. Eve Bearne, Henrietta Dombey, Teresa Grainger. Category: Языкознание. 2 Mb. Creativity and Writing: Developing Voice and Verve in the Classroom. Teresa Grainger; Kathy Goouch; Andrew Lambirth. Eve Bearne, Henrietta Dombey, Teresa Grainger

Classroom Interactions in Literacy. Exploring the unknown: ambiguity, interaction and meaning making in classroom drama, Teresa Grainger - Six fingers with feeling: play, literacy and politics, Sandra Smidt - Section VI: New texts and textual dimensions - Playing with possibilities: children's multidimensional texts, Eve Bearne - Back to the future: developing children as writers, Trinka Messenheimer and Angela Packwood

This book examines some of the complexities and debates about language, literacy and learning, challenging current assumptions about shared understanding of pedagogical principles. It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession.

The contributors revitalise debate about the nature of professional knowledge, provide insights into the detail of classroom discourse and teacher interventions and examine the transformative possibilities of literacy. They argue for a more open and expansive agenda informed by an analytically constructive view of pedagogy and challenge the profession to move from restrictive certainties to the potent possibilities of development through uncertainty and risk.