TRA CỨU
  • Bài trích
  • Learning English by walking down the street./
Tác giả CN Chern, Chiou-lan.
Nhan đề dịch Học tiếng Anh bằng cách đi dạo phố.
Nhan đề Learning English by walking down the street./Chiou-lan Chern and Karen Dooley
Thông tin xuất bản 2014.
Mô tả vật lý tr. 113-123.
Tùng thư Oxford University Press.
Tóm tắt With internationalization and globalization, English has proliferated in urban spaces around the world. This creates new opportunities for EFL learning and teaching. An English literacy walk is one activity that can be used productively to capitalize on this potential. The activity has roots in long-established approaches to emergent literacy education for young children and pedagogic projects inspired by recent research on linguistic landscapes. Drawing on these traditions, teachers can target reading outcomes involving code, semantic, pragmatic, and critical knowledge and skills. We use the four resources model of literate practices to systematically map some of the potential of literacy walks in multilingual, multimodal linguistic landscapes. We suggest tasks and teacher questions that might be used for the explicit teaching of reading during and after literacy walks. Although grounded in Taipei, our ideas might be of interest to EFL teachers in other globalized cities around the world.
Đề mục chủ đề Ngôn ngữ--Học ngoại ngữ--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát Learning English.
Thuật ngữ không kiểm soát EFL learning and teaching.
Thuật ngữ không kiểm soát Học tiếng Anh.
Tác giả(bs) CN Dooley, Karen.
Nguồn trích ELT journal.- 2014, Vol. 68, No. 2.
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005202007141055
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022|a09510893
039|a20200714105540|bhuongnt|c20181204145535|dhuongnt|y20140917111607|zsvtt
0410 |aeng
044|aenk
1001 |aChern, Chiou-lan.
2420 |aHọc tiếng Anh bằng cách đi dạo phố.|yvie
24510|aLearning English by walking down the street./|cChiou-lan Chern and Karen Dooley
260|c2014.
300|atr. 113-123.
3620 |aVol. 68, No. 2 (Apr. 2014)
490|aOxford University Press.
520|aWith internationalization and globalization, English has proliferated in urban spaces around the world. This creates new opportunities for EFL learning and teaching. An English literacy walk is one activity that can be used productively to capitalize on this potential. The activity has roots in long-established approaches to emergent literacy education for young children and pedagogic projects inspired by recent research on linguistic landscapes. Drawing on these traditions, teachers can target reading outcomes involving code, semantic, pragmatic, and critical knowledge and skills. We use the four resources model of literate practices to systematically map some of the potential of literacy walks in multilingual, multimodal linguistic landscapes. We suggest tasks and teacher questions that might be used for the explicit teaching of reading during and after literacy walks. Although grounded in Taipei, our ideas might be of interest to EFL teachers in other globalized cities around the world.
65017|aNgôn ngữ|xHọc ngoại ngữ|zTiếng Anh|2TVĐHHN
6530 |aLearning English.
6530 |aEFL learning and teaching.
6530 |aHọc tiếng Anh.
7001 |aDooley, Karen.
773|tELT journal.|g2014, Vol. 68, No. 2.
890|a0|b0|c0|d0

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