Second Language Education

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G. Richard Tucker, David Corson
Springer Science & Business Media, 1997 - Education - 255 pages
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In many parts of the world, it is common for a child to grow up speaking a local language at home, another in the market place, adding another to her repertoire as a lingua franca, and then adding a language of wider communication such as English or French if she continues her formal schooling.
The contributions to the volume examine in some detail diverse aspects of second language education, ranging from a focus on the basic contributions of linguistic theory and research to our understanding of second language learning and teaching on the one hand, to a series of reviews of innovative language education practices in selected regions of the world on the other.
For the purposes of this volume, second language education has been defined operationally to encompass education which occurs in those settings and situations in which a dominant language is offered as a second language (e.g., ESL in England or the United States whether as a subject of study or a vehicle through which other material is studied), as well as those cases in which an official, but not necessarily dominant, language is mandated (e.g., French or English in certain parts of the Middle East or the Mahgreb). The contributions also focus mainly, albeit not exclusively, on second language education for school-aged learners.
 

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Contents

Implications for Second
1
A CriticalPragmatic Theory of Classroom Talk
11
Language Planning
15
Conditions for Second Language L2 Learning
23
Social Science Theory in Researching Language and
25
Metalinguistic Skills in Reading Development
27
The Testing of First Language Speaking Skills
29
Communicative Competence
31
Bilingual Education in Slovenia
109
Methods of Testing and Assessment
111
Bilingual Education in Friesland
117
Approaches to Second Language Teacher Education
121
Functional Literacy
127
The Use of Multimedia in Teaching
131
Second Language Assessment
141
Critical Approaches to Literacy
143

Individual Differences and Second Language Learning
33
Survey Methods in Researching Language and Education
35
The Development of Literacy Difficulties
37
Testing and Assessment in a Second Language
39
Age and Second Language Learning
43
Reading in Multilingual Classrooms
47
Language Attrition
51
Poststructuralist Theory and Classroom Talk
53
Minorities and Education
55
Focus on Writing
59
ClassroomOriented Research in Second Language Learning
63
Oral Language Culture and Identity
65
Language Research Methods and Critical Pedagogy
67
Language Awareness and Learning Styles
73
Language Teaching Approaches for SchoolAged Learners
75
Experimental Methods in Researching Language and
79
Teaching Exceptional Second Language Learners
85
The Development of Spelling and Punctuation
87
National Sign Languages and Language Policies
89
Second Language Teaching Approaches for Adults
95
Handwriting Skills
97
NonStandard Varieties and Educational Policy
99
Researching Age in Language Acquisition and Use
101
G R Tucker and D Corson eds Encyclopedia of Language and Education
105
Writing in Multilingual Classrooms
107
Understanding Second Language Educational Policies in
153
Adult Literacy
163
Innovative Second Language Education in North America
165
Innovative Second Language Education in Western Europe
175
IT and Literacy
181
Innovative Second Language Education in Central and East
187
Writers Assessment and Evaluation of Their Texts
189
Innovative Second Language Education in the Middle East
197
Literacy Teaching in India
199
Innovative Second Language Education in Southern Africa
207
The Assessment of Speech and Language Disorders
211
Female Literacy and Life Chances in Rural Nigeria
215
Innovative Second Language Education in Southeast Asia
221
The Quantitative and Qualitative Validation of Tests
227
Innovative Second Language Education in the South Pacific
231
Subject Index
241
Rasch Measurement in Latent Trait Models
243
Name Index
249
Generalizability Theory
255
Tables of Contents other Volumes
258
Subject Index 235
262
Criterion Referenced Testing
263
Colin Baker
269
Accountability in Language Assessment 313
270
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About the author (1997)

G. Richard Tucker is Paul Mellon University Professor of Applied Linguistics at Carnegie Mellon University. He has published widely concerning diverse aspects of second language learning and teaching and language policy and planning. In addition to his work in North America, he has lived and worked as a Language Education advisor for the Ford Foundation in Southeast Asia and in the Middle East and North Africa.

Corson-University of Toronto