Knowledge and Language Chapter 2

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dc.contributor.author Rata, Elizabeth
dc.contributor.author Tamati, Tauwehe Sophie
dc.date.accessioned 2022-02-02T03:27:55Z
dc.date.available 2022-02-02T03:27:55Z
dc.date.issued 2022-1-1
dc.identifier.uri https://hdl.handle.net/2292/58091
dc.description.abstract The chapter introduces two teaching methods: TransAcquisition for instruction in bilingual and immersion education and the Curriculum Design Coherence Model for pre-teaching design in all schooling sectors. The knowledge-language relationship is discussed in relation to language teaching and to knowledge more generally. The section about methodology discusses the role of theory and of empirical studies to demonstrate why the studies undertaken in New Zealand are generalisable internationally. The discussion is located in the broader social and political context which informs education, especially in societies with indigenous and multi-ethnic populations.
dc.publisher Routledge
dc.relation.ispartof Academic Achievement in Bilingual and Immersion Education: TransAcquisition Pedagogy and Curriculum Design
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
dc.title Knowledge and Language Chapter 2
dc.type Book Item
dc.identifier.doi 10.4324/9781003156444
pubs.begin-page 14
dc.date.updated 2022-01-05T06:59:52Z
dc.rights.holder Copyright: The author en
pubs.end-page 21
pubs.place-of-publication Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158
dc.rights.accessrights http://purl.org/eprint/accessRights/RetrictedAccess en
pubs.elements-id 878841


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