The Routledge Handbook of Language Awareness. (Record no. 128143)
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| control field | EBC4913159 |
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
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| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
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| fixed length control field | 240724s2017 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781317385332 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781138937048 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC4913159 |
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| System control number | (Au-PeEL)EBL4913159 |
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| System control number | (CaPaEBR)ebr11464630 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaONFJC)MIL1047667 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1004358327 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | P120.L34.R688 2018 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 418 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Garrett, Peter. |
| 245 14 - TITLE STATEMENT | |
| Title | The Routledge Handbook of Language Awareness. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Oxford : |
| Name of producer, publisher, distributor, manufacturer | Taylor & Francis Group, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2017. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2018. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (555 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Routledge Handbooks in Linguistics Series |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Dedication -- Illustrations -- Contributors -- Acknowledgements -- 1 Language Awareness: Opening Up the Field of Study -- Exploring the Scope of Language Awareness -- 1992 and Since -- The Handbook Chapters -- Part 1 -- Part 2 -- Part 3 -- Conclusion -- References -- Part I Focus on Language Teaching and Teachers -- 2 Language Awareness, Language Diversity and Migrant Languages in the Primary School -- Why Does Language Awareness Matter in the Primary School? -- Upholding Language Rights and Developing Citizenship Education in Primary Schools -- Teachers as Language Awareness Arbiters -- Language Awareness Lost: The Untapped Potential of Home-Grown Diversity -- Identifying Institutionalized, Discriminatory Practices Rooted in Misconceptions About Language -- Tackling Linguistic Parochialism and Prejudice through LA Activities in Schools -- Promoting Inclusive Language Education Policies at School: Challenges and Opportunities -- The Role of Research in Language Education: From Policy to Practice -- Nurturing Teacher Language Awareness and Cultivating Linguistic Ecologies in Schools -- Related Topics -- References -- 3 Form-Focused Instruction -- Introduction -- Background -- Types of Form-Focused Instruction -- Proactive FFI -- Input Enhancement -- Metalinguistic Explanations -- Consciousness-Raising Tasks -- Practice -- Reactive FFI -- Corrective Feedback -- Integration of FFI in Content-Based Lessons -- FFI and Language Awareness -- Concluding Comments -- Related Topics -- Note -- References -- 4 Language Awareness and Teacher Development -- Introduction -- What is TLA and Why is it Important for Teachers in L2 Contexts to be 'Language-Aware'? -- The Origins of Initiatives to Develop L2 Teachers' LA. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Approaches to the Development of TLA Adopted in Pre-Service and In-Service Programmes for L2 Teachers -- TLA in the Context of CLIL and LAC: Challenges and Approaches -- LA and Teacher Development in CLIL Contexts -- Concluding Remarks -- Related Topics -- References -- 5 Teachers' Beliefs and Classroom Practices -- Introduction -- Defining Beliefs -- Why Study Beliefs and Practices? -- Insights from the Literature -- Methodological Issues -- Studying Teachers' Beliefs and Practices -- Key Points -- Guidelines -- Define a Clear Rationale -- Problematize 'Belief' -- Problematize the Beliefs/Practice Relationship -- Maximize Methodological Rigour -- Conclusion -- Related Topics -- References -- 6 Language Awareness and the Teaching of Listening and Speaking -- Introduction -- Awareness about the Nature of Speech -- Comparing Speech and Writing -- Features of Spoken Discourse -- Genres of Speech -- Spoken Grammar -- Lexical Items in Speech -- Discourse Intonation -- Metacognitive Awareness -- Metacognition and Instruction -- Conclusion -- Related Topics -- References -- 7 Language Awareness in the Teaching of Reading and Writing -- Introduction -- Review of Prior Research -- Models of the Reading Process -- Models of the Writing Process -- Reading and Writing in Different Languages: Bi- and Multilingual Perspectives -- Relationships Between Reading and Writing -- Types of Awareness Relevant for Reading -- Types of Awareness Relevant for Writing -- Domains of Language Awareness and their Relevance for Reading and Writing -- Methods Used -- Practical Applications: Awareness-based Reading and Writing Approaches -- Directions for Future Research -- Related Topics -- References -- 8 Teaching Critical Literacy and Language Awareness -- Literacy and Critical Pedagogy -- Literacy -- Critical Pedagogy -- The Contribution of Foucault -- A Marxist Position. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Habermas and Communicative Action: the Linguistic Turn -- Critical Literacy: the Work of Freire -- Applications of Theory: Dilemmas in Practical Critical Literacy -- Whose Opinion? -- Whose Empowerment? -- Whose Awareness? -- Whose Interpretation? -- The Role of Language Awareness in a Critical Literacy Pedagogy -- Hallidayan Systemic Functional Grammar -- The LINC Materials: Application of a Systemic Functional Model -- Critical Discourse Analysis and Critical Language Awareness -- Teaching Critical Literacy -- Examples of Teaching Critical Literacy and Language Awareness: From Consciousness-Raising to Textual Analysis -- Mother's Day -- Romeo and Juliet -- Men's Health -- The Childminder -- Summarizing Points -- Related Topics -- References -- 9 Literature, Creativity and Language Awareness -- Definitions and Delimiting the Field -- Literature -- Language Awareness -- Creativity -- Literary and Linguistic Creativity -- Literary Linguistic Creativity in Education -- Stylistics and Linguistic Approaches to Literature in Education -- Creative Writing Programmes and Methodologies -- New Departures -- Related Topics -- References -- 10 Raising Teachers' Awareness about English and English as a Lingua Franca -- Introduction -- Teacher Language Awareness (TLA) -- NNS Teachers' Awareness -- Raising ELF-awareness among Expanding Circle Teachers -- What is ELF-Awareness? -- Exemplifying ELF-Awareness -- Awareness of Language and Language Use -- Awareness of Instructional Practice -- Awareness of Learning -- Conclusion -- Acknowledgement -- Related Topics -- Notes -- References -- 11 English-medium Instruction in Multilingual University Settings: An Opportunity for Developing Language Awareness -- EMI in Europe: General Overview -- Drivers of EMI in Europe -- Road-Mapping as a Synthesizing Framework -- Roles of English -- Academic Disciplines (AD). |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | (Language) Management -- Agents -- Practices and Processes -- Internationalization and Glocalization -- Current Research Methods in EMI -- Future Trajectories in EMI Research, Policies and Language Awareness -- Related Topics -- References -- 12 Language Awareness and Assessment -- Introduction: Language Awareness and Language Assessment, the Story So Far -- Language(s) Learning and Education -- Assessment and Learning -- Assessment or Testing? -- Language Assessment and Language Awareness, Whys and Hows -- Autonomy, Self-Assessment and Peer Assessment -- Learning Visibility -- Exams and Tests -- Challenges -- Conclusions -- Related Topics -- References -- Part II Focus on Language Learning and Learners -- 13 The Study of Metalinguistic Constructs in Second Language Acquisition Research -- Definition of Metalinguistic Constructs -- Metalinguistic Knowledge -- Metalinguistic Awareness -- Metalinguistic Reflection and Activity -- Metalinguistic Ability -- Metalanguage -- Synthesis -- Overview of the Metalinguistic Research in SLA -- Correlational Studies -- Descriptive Studies -- Developmental Studies -- Synthesis -- Conclusion: Future Research on Metalinguistic Constructs -- Related Topics -- Notes -- References -- 14 Revisiting Research on L2 Learner Beliefs: Looking Back and Looking Forward -- Looking Back -- The Beginnings -- Traditional Approach -- Contextual Approach(es) -- Looking Forward -- More Recent Twists and Turns -- Discursive Turn, Research Continued -- Sociocultural/Dialogical Turn, Research Continued -- Affective Turn, Beginnings -- Complexity/Ecological Turn, Beginnings -- Suggestions for Further Studies and Raising Learners' Awareness of their Beliefs -- Related Topics -- References -- 15 Language Awareness and the Development of Learners' Plurilingual Competence -- Introduction. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Plurilingualism and Plurilingual Competence: From an Acknowledged Reality to an Established Didactic Goal -- Language Awareness and the Development of Plurilingual Competence -- Possible Interconnections between the Development of Learner's Plurilingual Competence and Language Awareness: An Overview -- Which PC Dimensions Have Been Tackled by Researchers/Practitioners? -- What Domains of LA do the PC Dimensions Relate to? -- Which Teaching Approaches/Practices Are Used to Encourage Learners' LA Within the Scope of the Development of their PC? -- Final Considerations -- Related Topics -- References -- 16 Language Awareness in Multilingual Learning and Teaching -- Introduction -- Strands of Research on Metalinguistic Awareness -- Linguistics -- Psychology -- Education -- The Complexity and Dynamics of Multilingualism and Multilingual Development -- Terminology -- Crosslinguistic Influence in TLA and the L2 Status -- Forms of Multilingual Learning -- Multilingual Use -- Applying Dynamic Systems and/or Complexity Theory to Multilingualism -- Relating the Socio- to the Psycholinguistic Level of Multilingualism -- Holistic Thinking as a DCT-Based Principle -- The Butterfly Effect or Sensitive Dependence on Initial Conditions -- Multilingual Awareness: Emergent Property of the Multilingual System -- The Role of MLA in DMM -- Components of Multilingual Awareness -- Exploring and Testing Metalinguistic Awareness -- The Relationship Between Bilingualism and Third Language Learning -- Artificial Language Learning -- Learning an Unknown Language -- Strategy Use in Multilingual Learning -- Focus on Multilingual Awareness in Multilingual Teaching -- Multicompetence Approaches -- Choice of Languages and Order of Acquisition in a School Context -- Teaching Material -- Future Perspectives -- Related Topics -- References. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 17 The Role of Language Awareness in a Study Abroad Context. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This is the first comprehensive overview of language awareness, comprising up-to-date reviews of both established and innovative themes by experts and organized around the 3 different perspectives of language awareness: language teaching & teachers; language learning & learners; and areas less directly concerned with language instruction. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language awareness. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Cots, Josep M. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Garrett, Peter |
| Title | The Routledge Handbook of Language Awareness |
| Place, publisher, and date of publication | Oxford : Taylor & Francis Group,c2017 |
| International Standard Book Number | 9781138937048 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Routledge Handbooks in Linguistics Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4913159">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4913159</a> |
| Public note | Click to View |
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