Multilingualism in Educational Settings - 8 Angebote vergleichen
| Preise | 2013 | 2016 | 2018 |
|---|---|---|---|
| Schnitt | € 55,49 | € 17,14 | € 26,84 |
| Nachfrage |
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Multilingualism in Educational Settings (Paperback) (2006)
DE PB NWISBN: 9783834000385 bzw. 3834000388, in Deutsch, Schneider Verlag GmbH, Taschenbuch, neu.
Von Händler/Antiquariat, The Book Depository EURO [60485773], London, United Kingdom.
Language: English . Brand New Book. The papers in this volume deal with many questions emerging in the growing research literature on multilingualism. Language curriculum planners, education-policy makers and Language learning-material writers increasingly find themselves preparing to face the realities of the multilingual rather than the monolingual classroom. The multilingual classroom, however, presents challenges that frequently are not met because its complexities are not always understood and its potential not always exploited. There is a lingering tendency to approach the teaching and learning of Languages as if monolingualism were the norm, i.e. education partners including teachers tend to overlook the fact that bilingual or multilingual learners of any target Language are not the same as monolingual learners. The qualitative differences between bi/multilingual and monolingual learners are ignored and remain largely unexploited. The papers in this volume written by researchers in France, New Zealand, Finland, Taiwan, The Basque Country, Mexico, Israel and Ireland highlight questions emerging from these qualitative differences that should be of interest to researchers on multilingual classrooms from primary to tertiary level, as well as to policy makers, curriculum designers and practitioners. The papers in this volume deal with many questions emerging in the growing research literature on multilingualism. Language curriculum planners, education-policy makers and language learning-material writers increasingly find themselves preparing to face the realities of the multilingual rather than the monolingual classroom. The multilingual classroom, however, presents challenges that frequently are not met because its complexities are not always understood and its potential not always exploited. There is a lingering tendency to approach the teaching and learning of languages as if monolingualism were the norm, i.e. education partners including teachers tend to overlook the fact that bilingual or multilingual learners of any target language are not the same as monolingual learners. The qualitative differences between bi/multilingual and monolingual learners are ignored and remain largely unexploited. The papers in this volume written by researchers in France, New Zealand, Finland, Taiwan, The Basque Country, Mexico, Israel and Ireland highlight questions emerging from these qualitative differences that should be of interest to researchers on multilingual classrooms from primary to tertiary level, as well as to policy makers, curriculum designers and practitioners.
Language: English . Brand New Book. The papers in this volume deal with many questions emerging in the growing research literature on multilingualism. Language curriculum planners, education-policy makers and Language learning-material writers increasingly find themselves preparing to face the realities of the multilingual rather than the monolingual classroom. The multilingual classroom, however, presents challenges that frequently are not met because its complexities are not always understood and its potential not always exploited. There is a lingering tendency to approach the teaching and learning of Languages as if monolingualism were the norm, i.e. education partners including teachers tend to overlook the fact that bilingual or multilingual learners of any target Language are not the same as monolingual learners. The qualitative differences between bi/multilingual and monolingual learners are ignored and remain largely unexploited. The papers in this volume written by researchers in France, New Zealand, Finland, Taiwan, The Basque Country, Mexico, Israel and Ireland highlight questions emerging from these qualitative differences that should be of interest to researchers on multilingual classrooms from primary to tertiary level, as well as to policy makers, curriculum designers and practitioners. The papers in this volume deal with many questions emerging in the growing research literature on multilingualism. Language curriculum planners, education-policy makers and language learning-material writers increasingly find themselves preparing to face the realities of the multilingual rather than the monolingual classroom. The multilingual classroom, however, presents challenges that frequently are not met because its complexities are not always understood and its potential not always exploited. There is a lingering tendency to approach the teaching and learning of languages as if monolingualism were the norm, i.e. education partners including teachers tend to overlook the fact that bilingual or multilingual learners of any target language are not the same as monolingual learners. The qualitative differences between bi/multilingual and monolingual learners are ignored and remain largely unexploited. The papers in this volume written by researchers in France, New Zealand, Finland, Taiwan, The Basque Country, Mexico, Israel and Ireland highlight questions emerging from these qualitative differences that should be of interest to researchers on multilingual classrooms from primary to tertiary level, as well as to policy makers, curriculum designers and practitioners.
2
Multilingualism in Educational Settings
EN PB NWISBN: 9783834000385 bzw. 3834000388, in Englisch, Schneider Verlag GmbH, Taschenbuch, neu.
The papers in this volume deal with many questions emerging in the growing research literature on multilingualism. Language curriculum planners, education-policy makers and Language learning-material writers increasingly find themselves preparing to face the realities of the multilingual rather than the monolingual classroom. The multilingual classroom, however, presents challenges that frequently are not met because its complexities are not always understood and its potential not always exploited. There is a lingering tendency to approach the teaching and learning of Languages as if monolingualism were the norm, i.e. education partners including teachers tend to overlook the fact that bilingual or multilingual learners of any target Language are not the same as monolingual learners. The qualitative differences between bi/multilingual and monolingual learners are ignored and remain largely unexploited. The papers in this volume written by researchers in France, New Zealand, Finland, Taiwan, The Basque Country, Mexico, Israel and Ireland highlight questions emerging from these qualitative differences that should be of interest to researchers on multilingual classrooms from primary to tertiary level, as well as to policy makers, curriculum designers and practitioners. The papers in this volume deal with many questions emerging in the growing research literature on multilingualism. Language curriculum planners, education-policy makers and language learning-material writers increasingly find themselves preparing to face the realities of the multilingual rather than the monolingual classroom. The multilingual classroom, however, presents challenges that frequently are not met because its complexities are not always understood and its potential not always exploited. There is a lingering tendency to approach the teaching and learning of languages as if monolingualism were the norm, i.e. education partners including teachers tend to overlook the fact that bilingual or multilingual learners of any target language are not the same as monolingual learners. The qualitative differences between bi/multilingual and monolingual learners are ignored and remain largely unexploited. The papers in this volume written by researchers in France, New Zealand, Finland, Taiwan, The Basque Country, Mexico, Israel and Ireland highlight questions emerging from these qualitative differences that should be of interest to researchers on multilingual classrooms from primary to tertiary level, as well as to policy makers, curriculum designers and practitioners.
3
Multilingualism in Educational Settings (2000)
DE PB NWISBN: 9783834000385 bzw. 3834000388, in Deutsch, 159 Seiten, Schneider Verlag GmbH, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkosten nach: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, buchversandmimpf2000, [3715720].
Neuware - The papers in this volume deal with many questions emerging in the growing research literature on multilingualism. Language curriculum planners, education-policy makers and Language learning-material writers increasingly find themselves preparing to face the realities of the multilingual rather than the monolingual classroom. The multilingual classroom, however, presents challenges that frequently are not met because its complexities are not always understood and its potential not always exploited. There is a lingering tendency to approach the teaching and learning of Languages as if monolingualism were the norm, i.e. education partners including teachers tend to overlook the fact that bilingual or multilingual learners of any target Language are not the same as monolingual learners. The qualitative differences between bi/multilingual and monolingual learners are ignored and remain largely unexploited. The papers in this volume written by researchers in France, New Zealand, Finland, Taiwan, The Basque Country, Mexico, Israel and Ireland highlight questions emerging from these qualitative differences that should be of interest to researchers on multilingual classrooms from primary to tertiary level, as well as to policy makers, curriculum designers and practitioners. Taschenbuch, Neuware, 209x147x19 mm, 248g, 159, Internationaler Versand, PayPal, Banküberweisung.
Von Händler/Antiquariat, buchversandmimpf2000, [3715720].
Neuware - The papers in this volume deal with many questions emerging in the growing research literature on multilingualism. Language curriculum planners, education-policy makers and Language learning-material writers increasingly find themselves preparing to face the realities of the multilingual rather than the monolingual classroom. The multilingual classroom, however, presents challenges that frequently are not met because its complexities are not always understood and its potential not always exploited. There is a lingering tendency to approach the teaching and learning of Languages as if monolingualism were the norm, i.e. education partners including teachers tend to overlook the fact that bilingual or multilingual learners of any target Language are not the same as monolingual learners. The qualitative differences between bi/multilingual and monolingual learners are ignored and remain largely unexploited. The papers in this volume written by researchers in France, New Zealand, Finland, Taiwan, The Basque Country, Mexico, Israel and Ireland highlight questions emerging from these qualitative differences that should be of interest to researchers on multilingual classrooms from primary to tertiary level, as well as to policy makers, curriculum designers and practitioners. Taschenbuch, Neuware, 209x147x19 mm, 248g, 159, Internationaler Versand, PayPal, Banküberweisung.
4
Multilingualism in Educational Settings (2006)
DE HC NW FEISBN: 9783834000385 bzw. 3834000388, in Deutsch, 159 Seiten, Schneider Verlag, gebundenes Buch, neu, Erstausgabe.
Lieferung aus: Deutschland, Versandkosten nach: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, Moluna GmbH, [5901482].
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Von Händler/Antiquariat, Moluna GmbH, [5901482].
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
6
Multilingualism in Educational Settings (Mehrsprachigkeit und multiples Sprachenlernen / Multilingualism and Multiple Language Acquisition and Learning) (2006)
EN PB NW FEISBN: 9783834000385 bzw. 3834000388, in Englisch, 162 Seiten, Schneider Hohengehren, Taschenbuch, neu, Erstausgabe.
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Lieferung aus: Deutschland, Versandfertig in 1 - 2 Werktagen, Tatsächliche Versandkosten können abweichen.
Von Händler/Antiquariat, Thalia_Buecher_GmbH.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Von Händler/Antiquariat, Thalia_Buecher_GmbH.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
7
Multilingualism in Educational Settings
EN PB USISBN: 9783834000385 bzw. 3834000388, in Englisch, Taschenbuch, gebraucht.
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Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 1-2 business days, tatsächliche Versandkosten können abweichen.
Von Händler/Antiquariat, momox Shop.
Paperback, Produktgruppe: Book.
Von Händler/Antiquariat, momox Shop.
Paperback, Produktgruppe: Book.
8
Multilingualism in Educational Settings
EN PB NWISBN: 9783834000385 bzw. 3834000388, in Englisch, Taschenbuch, neu.
Lieferung aus: Kanada, Usually ships within 1 - 2 business days, tatsächliche Versandkosten können abweichen.
Von Händler/Antiquariat, --SuperBookDeals-.
Paperback, Produktgruppe: Book.
Von Händler/Antiquariat, --SuperBookDeals-.
Paperback, Produktgruppe: Book.
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