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Review of Teaching ESL and STEM Content Through CALL: A Research-based Interdisciplinary Critical Pedagogical Approach

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Review of Teaching ESL and STEM Content Through CALL: A Research-based Interdisciplinary Critical Pedagogical Approach

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Martín Marchante, B. (2021). Review of Teaching ESL and STEM Content Through CALL: A Research-based Interdisciplinary Critical Pedagogical Approach. The EuroCALL Review. 29(2):55-58. https://doi.org/10.4995/eurocall.2021.15348

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Metadatos del ítem

Título: Review of Teaching ESL and STEM Content Through CALL: A Research-based Interdisciplinary Critical Pedagogical Approach
Autor: Martín Marchante, Beatriz
Entidad UPV: Universitat Politècnica de València. Escuela Técnica Superior de Ingeniería del Diseño - Escola Tècnica Superior d'Enginyeria del Disseny
Universitat Politècnica de València. Departamento de Lingüística Aplicada - Departament de Lingüística Aplicada
Fecha difusión:
Resumen:
[EN] Book review of:Teaching ESL and STEM Content Through CALL: A Research-based Interdisciplinary Critical Pedagogical Approach By Abdelilah Salim Sehlaoui Published in 2020 by Rowman & Littlefield Publishing Group, ...[+]
Derechos de uso: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Fuente:
The EuroCALL Review. (issn: 1695-2618 )
DOI: 10.4995/eurocall.2021.15348
Editorial:
Universitat Politècnica de València
Versión del editor: https://doi.org/10.4995/eurocall.2021.15348
Tipo: Reseña Otros

References

Atkinson, R. C. (1972). Optimizing the learning of a second-language vocabulary. Journal of experimental psychology, 96(1), 124. https://doi.org/10.1037/h0033475

Collier, V. P. (1992). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16(1-2), 187-212. https://doi.org/10.1080/15235882.1992.10162633

Hammmersley, M. (1992). What's Wrong with Ethnography? Methodological Explorations. Routledge. [+]
Atkinson, R. C. (1972). Optimizing the learning of a second-language vocabulary. Journal of experimental psychology, 96(1), 124. https://doi.org/10.1037/h0033475

Collier, V. P. (1992). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16(1-2), 187-212. https://doi.org/10.1080/15235882.1992.10162633

Hammmersley, M. (1992). What's Wrong with Ethnography? Methodological Explorations. Routledge.

Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.

Ramírez, J. D., Yuen, S. D., Ramey, D. R., & Pasta, D. J. (1991). Final report: longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language-minority children. San Mateo, CA: Aguirre International, 412-22.

Rolstad, K., Mahoney, K., & Glass, G. V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational policy, 19(4), 572-594. https://doi.org/10.1177/0895904805278067

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action, Basic Book Inc.

Sehlaoui, A. S. (1999). Developing cross-cultural communicative competence in pre-service ESL/EFL teachers: A critical perspective. (Doctoral dissertation, IndianaUniversity of Pensylvania, 199). Dissertaton abstracts international, DAIA-A 60/06, p. 2042, Publication # 99348338

Sehlaoui, A. S. (2018). Teaching ESL and STEM Content Through CALL: A Research-based Interdisciplinary Critical Pedagogical Approach. Rowman & Littlefield.

Tanenbaum, C. (2016). STEM 2026: A vision for innovation in STEM education. US Department of Education, Washington, DC. https://www.air.org/resource/report/stem-2026-vision-innovation-stem-education.

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