Picture 1 of 1
Stock photo
Picture 1 of 1
Stock photo
Teaching English to Young Arabic Speakers : Assessing the Influence of Instructional Materials, Narratives and Cultural Norms by Irma-Kaarina Ghosn (2022, Hardcover)
Rarewaves (678891)
98.7% positive feedback
Price:
US $160.73
ApproximatelyRM 675.52
+ $3.99 shipping
Returns:
30 days return. Buyer pays for return shipping. If you use an eBay shipping label, it will be deducted from your refund amount.
Condition:
Oops! Looks like we're having trouble connecting to our server.
Refresh your browser window to try again.
About this product
Product Identifiers
PublisherBloomsbury Publishing
ISBN-101350260479
ISBN-139781350260474
eBay Product ID (ePID)28057263437
Product Key Features
Number of Pages240 Pages
LanguageEnglish
Publication NameTeaching English to Young Arabic Speakers : Assessing the Influence of Instructional Materials, Narratives and Cultural Norms
Publication Year2022
SubjectEnglish As a Second Language, Teaching Methods & Materials / Language Arts
TypeLanguage Course
AuthorIrma-Kaarina Ghosn
Subject AreaForeign Language Study, Education
FormatHardcover
Dimensions
Item Height0.8 in
Item Weight18.4 Oz
Item Length6.3 in
Item Width9.1 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2022-039653
Reviews"This book fills long-standing gaps in Teaching English to Young Learners: it is research-based in a field that is often seen as undertheorised; it focuses on young Arabic speakers, an often neglected group; it takes a holistic view, exploring a variety of factors at work in the YL classroom. It is therefore a very welcome addition to the field." -- Sue Garton, Professor of Applied Linguistics (TESOL), Aston University Birmingham, UK "This is an excellent and unique book for teachers, teacher educators and materials writers. Overviewing four decades of research on how children learn English and how stories can be integrated into curricula, Irma-Kaarina Ghosn offers authentic classroom data on how teachers can scaffold Arabic speaking children's development. A brilliant resource on theory and practice." -- Marianne Nikolov, Professor Emerita, Department of English Applied Linguistics, University of Pécs, Hungary, This book fills long-standing gaps in Teaching English to Young Learners: it is research-based in a field that is often seen as undertheorised; it focuses on young Arabic speakers, an often neglected group; it takes a holistic view, exploring a variety of factors at work in the YL classroom. It is therefore a very welcome addition to the field., "This book fills long-standing gaps in Teaching English to Young Learners: it is research-based in a field that is often seen as undertheorised; it focuses on young Arabic speakers, an often neglected group; it takes a holistic view, exploring a variety of factors at work in the YL classroom. It is therefore a very welcome addition to the field." -- Sue Garton, Professor of Applied Linguistics (TESOL), Aston University Birmingham, UK
Dewey Edition23/eng/20220913
IllustratedYes
Dewey Decimal372.652/109174927
Table Of ContentIntroduction Part I: Theoretical Considerations 1. Cultural Norms and Expectations versus Teaching Materials 2. Narrative and Children's Language Learning 3. The Challenge of English-medium Instruction Part II: Insights from Classroom Research 4. Teacher Questions versus Learner Engagement 5. Classroom Discourse and the Critical Role of Teaching Materials 6. Instructional Materials and Vocabulary and Reading Comprehension 7. Writing Outcomes after a Reading-Based Experiment 8. An Action Research Study on Reading Strategies 9. Literate Language from Storybooks 10. Young Arabic-speaking Learners' Spelling Skills 11. Transfer from Arabic Grammar to Children's English Part III: Teachers and Students in Action 12. Whole Language Experience in Kindergarten 13. Flexibility of Story-Based Approaches 14. Children's Diverse Reactions to Stories 15. Teacher Effectiveness and Learner Engagement 16. Conclusions References Index
SynopsisThe book explores young Arabic-speaking children's English language learning. Through classroom-based research and learner work samples, the book analyses the interplay between cultural norms and the critical role that teachers play in orchestrating classroom discourse through skillful use of available instructional materials, questioning strategies and feedback to learners. The author shows the potential of instructional materials to influence young learners' vocabulary, reading comprehension, and written production, as well as the way they acquire the academic literacies needed in school subjects taught in English. She reviews the spread of the practice of teaching English to young and very young children and the increasing demand for English-medium instruction in the Arabic-speaking region, with a particular focus on the negative transfer from Arabic to English spelling and grammar. The book also discusses the importance of story narratives, arguing they are an ideal medium for language teaching because of their rich linguistic repertoire and the strong motivational force that stories have on young language learners and their cognitive growth, essential to their later academic success. Taken together, the research findings and classroom vignettes suggest that children's language learning happens within a complex system of interactive variables and cultural norms and expectations.
LC Classification NumberPE1068.A65G46 2023
Be the first to write a review
