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Gender, Participation and Silence in the Language Classroom

In this first-hand study of the relationship of gender, ethnicity and the participation of children within an English-language teaching;

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Rethinking Classroom Participation

silence as a form of participation. In her new book, Katherine Schultz examines the complex role student silence can play in teaching and learning;

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Silence in the Second Language Classroom

of classroom silence and draws on ideas from psychology, sociolinguistics and anthropology to offer a unique insight into the reasons why some learners;

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East Asian Perspectives on Silence in English Language Education

Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process;

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Reconceptualizing the Role of Critical Dialogue in American Classrooms

participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and;

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Gender Articulated

theory. Refuting apolitical, essentialist perspectives on language and gender, the essays presented here examine a range of cultures, languages;

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Gender Articulated

theory. Refuting apolitical, essentialist perspectives on language and gender, the essays presented here examine a range of cultures, languages;

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The Culture of Classroom Silence

perspective in this developmental and psychocultural account of classroom silences. Within the school setting, she addresses the paucity of research;

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The Power of Silence

influence of related work in the fields of media studies, politics, gender studies, aesthetics, and literature. For example, one section of the book;

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Gendered Identities and Immigrant Language Learning

the complexly gendered life histories of immigrant adults shaped their participation in both the English language classroom and the education;

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Gendered Identities and Immigrant Language Learning

the complexly gendered life histories of immigrant adults shaped their participation in both the English language classroom and the education;

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Gender Perspectives on Vocabulary in Foreign and Second Languages

A collection of empirical studies on gender and the acquisition, development, meaning and use of vocabulary by female and male adult;

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Student Gender and Inclusive Education. Balance or Bias?

of rights and duties of the two genders. Women's rights, access to education, labour participation have quickly matched those of men. (...) And yet;

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Teaching Gender

, these essays, from scholars experienced in teaching gender theory in university English programmes, offer inventive and student-focused;

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Social Actions for Classroom Language Learning

classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage;

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Social Actions for Classroom Language Learning

classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage;

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Teaching Gender

, these essays, from scholars experienced in teaching gender theory in university English programmes, offer inventive and student-focused;

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Language, Space and Power

attention is given to not only the language learning processes at hand but also to how race, ethnicity, and gender dynamics interact within the;

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Language, Space and Power

attention is given to not only the language learning processes at hand but also to how race, ethnicity, and gender dynamics interact within the;

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Gender Shrapnel in the Academic Workplace

story of workplace power and gender discrimination. The project interweaves stories of gender shrapnel with an examination of national rhetoric;

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Gender Approaches in the Translation Classroom

approaches and language strategies in the classroom. It focuses on topics including, how to develop gender-inclusive practices to challenge students;

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Classroom Discipline in American Schools

Breaks the silence regarding modes of classroom control, bringing contemporary political, moral, and democratic perspectives to bear on the;

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Multimodal Participation and Engagement

turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope;

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Multimodal Participation and Engagement

turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope;

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Teachers as Mediators in the Foreign Language Classroom

Language teachers are key figures in preparing young people for participation in an increasingly multilingual and culturally diverse world;

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Redefining Success In Language Learning

strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment;

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(Re)defining Success in Language Learning

strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment;

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