9780826448590-0826448593-Multimodal Teaching and Learning: The Rhetorics of the Science Classroom (Advances in Applied Linguistics)

Multimodal Teaching and Learning: The Rhetorics of the Science Classroom (Advances in Applied Linguistics)

ISBN-13: 9780826448590
ISBN-10: 0826448593
Edition: Illustrated
Author: Gunther Kress, Carey Jewitt, Jon Ogborn, Tsatsarelis Charalampos
Publication date: 2001
Publisher: Continuum
Format: Hardcover 224 pages
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Book details

ISBN-13: 9780826448590
ISBN-10: 0826448593
Edition: Illustrated
Author: Gunther Kress, Carey Jewitt, Jon Ogborn, Tsatsarelis Charalampos
Publication date: 2001
Publisher: Continuum
Format: Hardcover 224 pages

Summary

Multimodal Teaching and Learning: The Rhetorics of the Science Classroom (Advances in Applied Linguistics) (ISBN-13: 9780826448590 and ISBN-10: 0826448593), written by authors Gunther Kress, Carey Jewitt, Jon Ogborn, Tsatsarelis Charalampos, was published by Continuum in 2001. With an overall rating of 4.5 stars, it's a notable title among other Communication (Words, Language & Grammar , Linguistics, Communication & Media Studies, Social Sciences) books. You can easily purchase or rent Multimodal Teaching and Learning: The Rhetorics of the Science Classroom (Advances in Applied Linguistics) (Hardcover) from BooksRun, along with many other new and used Communication books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.3.

Description

'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University.This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.
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