Notice bibliographique
- Notice
Type(s) de contenu et mode(s) de consultation : Texte noté : sans médiation
Titre(s) : Learning through language [Texte imprimé] : towards an educationally informed theory of language learning / edited by Vibeke Grøver, Paola Uccelli, Meredith L. Rowe,...[el al.]
Publication : Cambridge ; New York : Cambridge university press, copyright 2019
Description matérielle : XXII-325 pages : tabl. ; 24 cm
Note(s) : Includes bibliographical references and index
Autre(s) auteur(s) : Grøver, Vibeke (1955-....). Éditeur scientifique
Uccelli, Paola. Éditeur scientifique
Rowe, Meredith L.. Éditeur scientifique
Sujet(s) : Langues -- Étude et enseignement
Conscience linguistique
Acquisition linguistique
Acquisition du langage
Identifiants, prix et caractéristiques : ISBN 9781107169357 (rel.). - ISBN 1107169356
Identifiant de la notice : ark:/12148/cb465986505
Notice n° :
FRBNF46598650
(notice reprise d'un réservoir extérieur)
Table des matières : Foreword / / Nonie K. Lesaux ; ; Learning through language / / Vibeke Grøver, Paola
Uccelli, Meredith L. Rowe and Elena Lieven ; ; Part 1.. Learning through language
during the preschool and early elementary school years. ; Input, interaction and learning
in early language development / / Elena Lieven ; ; Infants want input / / Paul L.
Harris ; ; Learning more than language through language during early childhood / /
Meredith L. Rowe ; ; Food For Thought: Turning everyday family practices into opportunities
to develop rich language and literacy abilities in Latino children / / Diana Leyva
and Lauren Skorb ; ; Theory- and evidence-based language learning and teaching for
young children: Promoting interactive talk in the classroom / / Young-Suk Grace Kim
and Joonmo Yun ; ; The relationship between early childhood development and later
elementary school performance in Chile / / Andrea Rolla, Macarena Alvarado, Bernardo
Atuesta, Marcela Marzolo, Ernesto Trevin̋o, Hirokazu Yoshikawa and MaryCatherine Arbour
; ; Discussion.. Reflections on learning through language from infancy to preschool
and early elementary school years / / Ageliki Nicolopoulou ; ; Part 2.. Learning
through language during the middle school and early adolescent years. ; Learning the
language for school literacy: Research insights and a vision for a cross-linguistic
research program / / Paola Uccelli ; ; Observational research on vocabulary and comprehension
in upper elementary school classrooms / / Rebecca D. Silverman and Anna M. Hartranft
; ; Improving struggling readers' literacy skills through talk about text / / Lowry
E. Hemphill, James Kim and Margaret Troyer ; ; Classroom conversations as support
for vocabulary learning: Examining teacher talk as input for student learning / /
Evelyn Ford-Connors and Catherine O'Connor ; ; Measurement of reading comprehension
processing and growth / / Gina Biancarosa ; ; Discussion 1.. Time, complexity, and
the enduring importance of words: Key themes in language learning in the middle years
/ / P. David Pearson ; ; Discussion 2.. The road -via education- to humane social
relationships is driven by language (and literacy) / / Robert L. Selman ; ; Part
3.. Learning through more than one language. ; Young bilinguals' extended discourse
skills: The role of perspective taking / / Vibeke Grøver ; ; How does vocabulary instruction
in reading help Chinese young minority children learn vocabulary in two languages?
/ / Si Chen ; ; Young monolingual and bilingual children's exposure to academic language
as related to language development and school achievement: the DASH project / / Paul
P. M. Leseman, Lotte F. Henrichs, Elma Blom and Josje Verhagen ; ; Cross-linguistic
relations among bilingual and biliterate learners / / C. Patrick Proctor and Qianqian
Zhang-Wu ; ; Pushing the limits: Dual-language proficiency and reading development
in the United States and Canada / / Yuuko Uchikoshi and Stefka H. Marinova-Todd ;
; Discussion 1.. Bilingualism as action / / Sara Rutherford-Quach and Kenji Hakuta
; ; Discussion 2.. Multilingualism and socioeconomic development / / Robert A. LeVine
; ; Afterword.. So much progress, so much left to do / / Catherine E. Snow.
