Multilevel and Diverse Classrooms (Classroom Practice Series)

ISBN 10: 1931185654 / ISBN 13: 9781931185653

Published by TESOL Press, 2010

About this Item

Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!

Seller Inventory # S_382226823

Bibliographic Details

• Title: Multilevel and Diverse Classrooms (Classroom Practice Series)
• Publisher: TESOL Press
• Publication Date: 2010
• Language: English
• ISBN 10: 1931185654
• ISBN 13: 9781931185653
• Binding: paperback
• Condition: Good

About this title

Synopsis

Multilevel and Diverse Classrooms is about the benefits and advantages of classroom practices incorporating unity-in-diversity and diversity-in-unity.

Multilevel classrooms—also known as mixed-ability or heterogeneous classrooms—are a fact of life in ESOL programs around the world. These classrooms are often not only multilevel but also large, multilingual, and multicultural. This volume adds to the growing knowledge base in language education of classroom practices in a variety of settings. Chapters in the volume approach multilevelness from a holistic and humanistic perspective by considering diversity not only in language skills and proficiencies, but also in learning styles, purposes, and contexts. The volume presents practices of teachers who thrive in multilevel classrooms and draw strength from unity.

About the Author

Bradley Baurain has taught in China, the United States, and Vietnam, and is currently a PhD student at the University of Nebraska-Lincoln. He is coeditor of Multilevel and Diverse Classrooms (TESOL, 2010). His professional interests include teacher education and development, literature in language teaching and learning, and moral and spiritual issues in language education.

Phan Le Ha is interested in a wide range of issues in TESOL, such as English as an international language, language teacher education, English academic writing, and teacher identity. Her research and teaching interests also cover language-culture-identity studies, international education, and knowledge mobility. She has published widely in these areas.