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Handbook of research on fostering social justice through intercultural and multilingual communication

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Handbook of research on fostering social justice through intercultural and multilingual communicationEleni Meletiadou, editor.
其他作者:	Meletiadou, Eleni,
出版者:	Hershey, Pennsylvania :IGI Global,2023.
面頁冊數:	1 online resource (450 p.)
標題:	Social justice and education.
電子資源:	http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-6684-5083-3
ISBN:	9781668450840 (electronic bk.)

Handbook of research on fostering social justice through intercultural and multilingual communication
Handbook of research on fostering social justice through intercultural and multilingual communication[electronic resource] /Eleni Meletiadou, editor. - Hershey, Pennsylvania :IGI Global,2023. - 1 online resource (450 p.)

Includes bibliographical references and index.

Chapter 1. Error treatment in l2 writing: fostering social justice by using active self-correction with multilingual and multicultural students -- Chapter 2. The use of student-generated videos and intercultural group assessment to promote equity, diversity, and inclusion (EDI) in higher education -- Chapter 3. An operating system session plan towards social justice and intercultural development in microteaching for higher education -- Chapter 4. Curriculum redesign for cloud computing to enhance social justice and intercultural development in higher education -- Chapter 5. Vietnamese teaching practitioners as doctoral students learning-to-teach, teaching, and assessing students of and for social justice -- Chapter 6. Strategies for successful multilingual online learning: multimodal project design, peer feedback, and formative assessment -- Chapter 7. Fostering student self-awareness and esteem to participate and transform their worlds: providing public spaces for students to hear their voices -- Chapter 8. Use of game-based teaching and learning to Foster intercultural communication in English language education -- Chapter 9. Social justice in language assessment: intercultural communicative competence in the celpe-bras exam -- Chapter 10. Upholding classroom-based assessment fairness in times of COVID-19: voices from test-takers -- Chapter 11. On promoting social justice in the privileged and multilingual study abroad context -- Chapter 12. Exploring the literature and rationale for global e-cultural learning -- Chapter 13. Negotiating and navigating plurilingual classroom citizenship: social cohesion and functional multilingual learning -- Chapter 14. Critical intercultural pedagogy for intercultural communication in the English language classroom: third spaces, participatory action, and social justice -- Chapter 15. Trauma-informed and inclusive assessment of productive skills in online emergency ELT classes: a netnography study of an English language training center -- Chapter 16. Social contact and adaptation: a study of international students in british higher education during the sojourn and re-entry -- Chapter 17. Exploring the assessment experiences of eight teenage maltese boys -- Chapter 18. Empowering the voices of Young multilingual learners in the ESL classroom.

"The main goal of this book is to promote widening participation in Education and inclusion for groups such as forced migrants and multilingual/multicultural learners who traditionally face barriers exploring social Justice, multilingualism, and intercultural communication with efficient practices, approaches, and ideas for professional development"--

ISBN: 9781668450840 (electronic bk.)Subjects--Topical Terms:

837571
Social justice and education.
Index Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: LC192.2 / .H35 2023eb

Dewey Class. No.: 370.117

Handbook of research on fostering social justice through intercultural and multilingual communication
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245 0 0 $a Handbook of research on fostering social justice through intercultural and multilingual communication $h [electronic resource] / $c Eleni Meletiadou, editor.
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505 0 $a Chapter 1. Error treatment in l2 writing: fostering social justice by using active self-correction with multilingual and multicultural students -- Chapter 2. The use of student-generated videos and intercultural group assessment to promote equity, diversity, and inclusion (EDI) in higher education -- Chapter 3. An operating system session plan towards social justice and intercultural development in microteaching for higher education -- Chapter 4. Curriculum redesign for cloud computing to enhance social justice and intercultural development in higher education -- Chapter 5. Vietnamese teaching practitioners as doctoral students learning-to-teach, teaching, and assessing students of and for social justice -- Chapter 6. Strategies for successful multilingual online learning: multimodal project design, peer feedback, and formative assessment -- Chapter 7. Fostering student self-awareness and esteem to participate and transform their worlds: providing public spaces for students to hear their voices -- Chapter 8. Use of game-based teaching and learning to Foster intercultural communication in English language education -- Chapter 9. Social justice in language assessment: intercultural communicative competence in the celpe-bras exam -- Chapter 10. Upholding classroom-based assessment fairness in times of COVID-19: voices from test-takers -- Chapter 11. On promoting social justice in the privileged and multilingual study abroad context -- Chapter 12. Exploring the literature and rationale for global e-cultural learning -- Chapter 13. Negotiating and navigating plurilingual classroom citizenship: social cohesion and functional multilingual learning -- Chapter 14. Critical intercultural pedagogy for intercultural communication in the English language classroom: third spaces, participatory action, and social justice -- Chapter 15. Trauma-informed and inclusive assessment of productive skills in online emergency ELT classes: a netnography study of an English language training center -- Chapter 16. Social contact and adaptation: a study of international students in british higher education during the sojourn and re-entry -- Chapter 17. Exploring the assessment experiences of eight teenage maltese boys -- Chapter 18. Empowering the voices of Young multilingual learners in the ESL classroom.
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856 4 0 $u http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-6684-5083-3