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on1373986966 |
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OCoLC |
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20240623213015.0 |
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| 019 |
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|a 1373931471
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|a 9789811993503
|q electronic book
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|a 9811993505
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|z 9811993491
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|a 10.1007/978-981-19-9350-3
|2 doi
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|a (OCoLC)1373986966
|z (OCoLC)1373931471
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|a P118.2
|b .H36 2023
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|a CF
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| 049 |
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|a HCDD
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| 245 |
0 |
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|a Handbook of multilingual TESOL in practice /
|c Kashif Raza, Dudley Reynolds, Christine Coombe, editors.
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| 264 |
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|a Singapore :
|b Springer,
|c 2023.
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| 264 |
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4 |
|c ©2023
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| 300 |
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|a 1 online resource (xxii, 517 pages) :
|b illustrations.
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 336 |
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|a still image
|b sti
|2 rdacontent
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|a computer
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|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 504 |
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|a Includes bibliographical references.
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| 520 |
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|a This book presents exemplars of multilingualism in TESOL worldwide. It incorporates essential topics such as curriculum development, classroom instruction, materials creation, assessment, and teacher training where TESOL and multilingualism co-exist and co-develop. The wide-ranging and international collection of chapters is written by leading researchers in multilingualism and TESOL from around the world. This handbook provides unique insights into a range of practical approaches to promote local, indigenous and national languages in English language classrooms across a range of instructional programs in various geographical contexts. The book is divided into six sections. Part 1 presents curricular and principle-based approaches to multilingual TESOL in ESL/EFL classes. Part 2 includes chapters that showcase how diverse teachers bring multilingual TESOL to their classrooms. Part 3 discusses the challenges of teaching multilingual TESOL and how educators address them in their contexts. Part 4 provides activities and materials to support local languages in TESOL classrooms. Part 5 addresses assessment issues in multilingual TESOL. Part 6 includes initiatives and examples to prepare TESOL teachers to promote multilingualism in ESL/EFL classrooms.--
|c Provided by publisher.
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| 545 |
0 |
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|a Kashif Raza is a sessional instructor and a PhD Candidate at Werklund School of Education, University of Calgary, Canada, specializing in Leadership, Policy and Governance. Dudley Reynolds is a teaching professor of English at Carnegie Mellon University in Qatar. He served as the president of TESOL International Association in 2016-2017 and has been a teacher and researcher of multilingual language learners for over 30 years. Christine Coombe has a Ph.D. in Foreign/Second Language Education from The Ohio State University. She is currently an associate professor of General Studies at Dubai Men's College in the UAE.
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| 588 |
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|a Print version record.
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0 |
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|a Multilingual TESOL in Practice in Higher Education: Insights from EFL Classrooms at a Gulf University -- Culturally Sustaining Practices in a Culturally and Linguistically Diverse Preschool Classroom -- English in the Background: Developing an Indigenous Multilingualism in Hawai'i -- Plurilingual Strategies for Teaching Pronunciation in TESOL: A Research-based and Action-oriented Approach -- "Bangla Helps Learners to Get the Gist Better" -- Translanguaging in Post-Colonial English as a Foreign Language Classes in Higher Education in Bangladesh from Teachers' Perspective -- Promoting Multilingualism at University Writing Centers: International Students' Perceptions of Working with Nonnative English-Speaking Writing Tutors -- Critical Multilingualism TESOL in Practice: Language, Power and Decoloniality -- Using Translingual Interactions During Collaborative Revisions of Argumentative Essays to Develop ESL Morpho-Syntactic Abilities: A Study of Adult Indian Learners -- Translanguaging in the Young Learner EFL Classroom in Turkey -- Multilingualism in Global Englishes Language Teaching classroom: Narrative Insights from 3 TESOL Practitioners in Japan -- Teaching English to Linguistically Diverse Students: Multicultural Pedagogy in Practice -- Multilingual Teaching of English Language in Higher Education in Bangladesh: A Critical Perspective -- Caught between a Bilingual Policy and Monolingual English Practices in Chile: Opportunities and Challenges of Translanguaging as Voiced by TESOL Teachers and Students -- Pakistani English Language Teachers' Beliefs About Mother-Tongue Based Multilingual Education Policy: Findings from the Government Primary Schools of Balochistan.
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| 650 |
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0 |
|a Second language acquisition
|x Study and teaching.
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| 650 |
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0 |
|a Education, Bilingual.
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| 650 |
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0 |
|a Multicultural education.
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| 650 |
|
7 |
|a Education, Bilingual
|2 fast
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| 650 |
|
7 |
|a Multicultural education
|2 fast
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| 650 |
|
7 |
|a Second language acquisition
|x Study and teaching
|2 fast
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| 650 |
|
7 |
|a Adquisició d'una segona llengua.
|2 thub
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| 650 |
|
7 |
|a Ensenyament bilingüe.
|2 thub
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| 650 |
|
7 |
|a Educació intercultural.
|2 thub
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| 655 |
|
7 |
|a Llibres electrònics.
|2 thub
|
| 700 |
1 |
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|a Raza, Kashif,
|e editor.
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| 700 |
1 |
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|a Reynolds, Dudley W.
|q (Dudley Walton),
|e editor.
|1 https://id.oclc.org/worldcat/entity/E39PCjMqK3rfxB9kh6MKgXfkKq
|
| 700 |
1 |
|
|a Coombe, Christine A.
|q (Christine Anne),
|d 1962-
|e editor.
|1 https://id.oclc.org/worldcat/entity/E39PCjG9WHXX8Y76MWM7vwpc6C
|
| 776 |
0 |
8 |
|i Print version:
|t HANDBOOK OF MULTILINGUAL TESOL IN PRACTICE.
|d SPRINGER, 2023
|z 9811993491
|w (OCoLC)1355601016
|
| 856 |
4 |
0 |
|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-981-19-9350-3
|y Click for online access
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| 903 |
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|a SPRING-ALL2023
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| 994 |
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|a 92
|b HCD
|