| dc.contributor.author | Rauhoff, Gabriel | |
| dc.date.accessioned | 2017-11-21T08:09:57Z | |
| dc.date.available | 2017-11-21T08:09:57Z | |
| dc.date.issued | 2017 | |
| dc.identifier.citation | Rauhoff, G. (2017). Book Review: Kiraly, D. & Signer, S. (2017). Scaffolded Language Emergence in the Classroom: From Theory to Practice. <em>Apples: Journal of Applied Language Studies</em>, 11 (4), 75-78. Retrieved from <a href="http://apples.jyu.fi/article/abstract/571">http://apples.jyu.fi/article/abstract/571</a> | |
| dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/55946 | |
| dc.description.abstract | This is a book review for Donald Kiraly and Sarah Signer's co-written piece that provides a readers a new approach to language learning. In Scaffolded Language Emergence (SLE), the classroom environment is revised to facilitate second language emergent behavior. The book review provides a brief summary of SLE, a summary of Kiraly and Signer's expertise in relation to the book's contents, and an evaluation of the book. | en |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | eng | |
| dc.publisher | Centre for Applied Language Studies, University of Jyväskylä | |
| dc.relation.ispartofseries | Apples : Journal of Applied Language Studies | |
| dc.subject.other | Language pedagogy | |
| dc.subject.other | Scaffolding | |
| dc.subject.other | Emergence | |
| dc.subject.other | Language learning | |
| dc.title | Book Review: Kiraly, D. & Signer, S. (2017). Scaffolded Language Emergence in the Classroom: From Theory to Practice. | |
| dc.type | article | |
| dc.identifier.urn | URN:NBN:fi:jyu-201710194037 | |
| dc.date.updated | 2017-11-21T08:09:57Z | |
| dc.relation.issn | 1457-9863 | |
| dc.relation.volume | 11 | |
| dc.type.version | publishedVersion | |
| dc.rights.copyright | © The Author(s) | |
| dc.rights.accesslevel | openAccess | |
| dc.format.content | fulltext | |
| dc.relation.doi | 10.17011/apples/urn.201710194037 | |
